Center on the Social and Emotional

Foundations for Early Learning

Project funded by the Child Care and Head Start
Bureaus in the U.S. Department of Health and
Human Services

Helping Children
Learn to Manage Their
Own Behavior

L. Fox • S. Garrison

SERIES

WHAT WORKS BRIEFS

 Helping Children Learn to Manage
Their Own Behavior

This What Works Brief is part of a continuing series caregivers support young children’s social and
of short, easy-to-read, “how to” information emotional development. They include examples and
packets on a variety of evidence-based practices, vignettes that illustrate how practical strategies
strategies, and intervention procedures. The Briefs might be used in a variety of early childhood
are designed to help teachers, parents, and other settings and home environments.

⇒ Is the child able to make an accurate self-assessment of

T eaching young children to manage their own behavior
allows teachers to spend more time teaching and less his or her behavior?
time dealing with occurrences of challenging behaviors in ⇒ What is the child’s current level of self-management
their early childhood classrooms. For example, every day skills?
following art activities, Ms. Susan asks the children in her
⇒ What is it that interests or engages the child that may be
class to put the art supplies away, put their creations in their
used to begin a self-management program?
cubbies, and gather together on the rug for story time.
David, a 4-year-old boy in her class, often leaves everything ⇒ Are there any factors or challenges that the child faces
on the table and wanders around the room instead. To help that need to be considered before implementing a self-
David participate in this classroom routine, Ms. Susan management plan?
might give David a chart with photographs that illustrates ⇒ What goals do I have for the child and the classroom
the desired steps, walk him through the steps, and then ask or home environment in using a self-management
him to mark on the chart each day whether or not he plan?
completed each step. This visual aid will not only remind
David of what he is expected to do, but it will also show him How Does Self-Management Work?
what steps he needs to work on in order to complete the
Step 1: Teachers should assess the child’s current level of
desired task. Ms. Susan will provide positive attention to
self-management skills to accurately report on his or her
David for successfully completing the steps of the task. The
behavior. For example, the teacher may ask a child as he sits to
goal will be for David will learn to manage his own
eat snack, “Did you wash your hands?” If the teacher has just
behavior.
observed the child sit at the table without washing his hands yet
he responds that he did wash his hands, the teacher will realize
that the child cannot accurately assess his behaviors. It is easier
What Is Self-Management? to have children assess behaviors around activities in which
Self-management is used to teach children (typically 4 years of they are currently engaged. Some children may not be able to
age and older) to pay attention to their own behavior and to accurately assess their own behaviors and may need to be
complete activities or engage in interactions using appropriate taught how to self-assess prior to using a self-management
behavior. Self-management can help children use appropriate program. Teachers may need to teach children to correctly
play and social interaction skills, participate in classroom report if they did or did not perform a task that the teacher
routines, and engage in instructional activities. For example, asked about, such as getting a drink of water, putting away a
self-management can be used to teach children what is expected backpack, or returning a book to the shelf.
of them, such as tasks they are supposed to do. In the above
example, Ms. Susan is helping David learn the steps for Step 2: Teachers can identify what observable behaviors they
cleaning up one activity and preparing for the next one. Self- want the child to learn to self-manage. Each step should clearly
management procedures can help children keep track of describe what the child should do. For example, David may be
whether or not they completed these tasks. Children can learn to taught that when told to “clean up,” he should stop playing,
monitor their own behavior and control their own actions pick up toys, place them on the shelf, and take a seat in the
through using these self-management techniques. circle area.

How Can I Facilitate Self-Management? Step 3: Once the behaviors have been identified, they are
In order to help children learn to monitor their own behavior, visually displayed for the child using photographs or drawings
teachers should ask themselves the following questions: on a poster, on a sheet of paper, or in a booklet. The child is
given a way to monitor his behaviors using a checklist or chart
that shows the activity with a place to indicate whether the child problems, children with developmental delays, children at-risk,
performed the step correctly (with a check mark, smiley face, and children with identified disabilities. Research has been
sticker, thumbs up/thumbs down). You may want to laminate conducted in a wide variety of settings, including Head Start
the chart or checklist and use a wipe-off marker so that it is and special education classrooms, inclusive child care pro-
reusable, or you may want to make a chart that the child can grams, and family homes. Research has been conducted with
take home to share with his family. children from diverse ethnic and socioeconomic backgrounds.
Nevertheless, teachers should be cautious when using self-
A goal of the chart or checklist is to teach the child how to management procedures, making sure that these procedures are
independently engage in appropriate behavior. It is not to be culturally, linguistically, and individually appropriate for the
used to punish or withhold activities. It may be used to chart children. For example, the teacher may want to meet with
special activities or materials that the child earns. Sometimes members of the child’s family to discuss their perspectives
children respond well to the use of an earned “special” activity about expectations for their child’s independence and to decide
if they complete the chart. Examples of special activities may about expectations for independent behavior in the classroom.
be reading a book with the teacher, playing with a specific toy,
or having time on the computer. If the self-management chart What Changes Might Occur as a Result of
includes a special activity or material, the child can choose the
special activity. A visual representation (such as a photo or a Self-Management System?
picture cut out from a catalog or magazine) of the special Self-management systems are designed to teach children how to
activity can then be placed on the chart as a reminder of what engage in appropriate behavior, independently. Over time, the
the child can earn when the chart is complete. teacher should decrease his or her assistance and support
children to use self-management independently. If a child
Step 4: The child is taught to engage in the desired behav- misses a step or does not complete the chart, the teacher should
iors and then to monitor his or her performance. Once the chart gently redirect the child to complete the step and encourage the
is prepared, the teacher should review the chart with the child child to try harder the following day or during the next appro-
after the activity or routine has occurred. The teacher can priate activity.
review the steps that are listed on the chart and explain how the
child’s performance will be marked. For example, “The second When self-management procedures are carefully
picture shows ‘I put the toys on the shelf.’ If you put the toys on implemented, positive changes in behavior can
the shelf, we are going to mark a ‘thumbs up.’ If you did not put be expected.
the toys on the shelf, we will mark a ‘thumbs down.’ Let’s think
about what happened. Did you put the toy on the shelf? Yes, When self-management procedures are carefully implemented,
you did. We can mark a ‘thumbs up.’” Once the teacher has positive changes in behavior can be expected. Self-manage-
reviewed the system with the child and he or she believes that ment procedures are most effective when the teacher imple-
the child understands it, the teacher should try it out the next ments the program systematically and monitors the child’s
time the activity or routine occurs. During the activity, the progress. When a child has difficulty with the process or is not
teacher can remind the child of the behaviors on the chart. making progress, the self-management system must be re-
When the activity is over, the teacher can help the child mark viewed, and additional instruction or new procedures may be
the chart. Another way to teach the use of the self-management needed.
system is for the teacher to mark a chart and the child to mark a
copy of the chart and then compare the two charts.

Step 5: The teacher provides positive attention or feedback

I f we were to look into Ms. Susan’s classroom a few
months later, we would see that David is independently
putting his art supplies and art project away, and coming to
to the child while the child is learning the self-management story time with the other children. He appears to enjoy the
system. When the teacher gives the child feedback for using the satisfaction that comes from completing a task by himself.
chart, the teacher should praise him for engaging in the behav- Eventually, David will not need to use his chart to remind
ior and the accuracy of his ability to self-manage. Over time, him of what to do. Ms. Susan is relieved that she does not
the teacher can gradually provide less assistance for using the have to spend so much time dealing with David’s behavior
chart. The goal will be to get the child to use the chart indepen- and is happy to see that David is more independent as a
dently until the child does the behavior easily and no longer result of the self-management process. In fact, several of
needs the self-management system. the other children became curious about David’s chart and
his enjoyment of the process. Ms. Susan found that she was
Who Are the Children Who Have able to use the same type of monitoring system for other
children in her class. The children still have a long way to
Participated in Research on go, but the environment in the classroom seems to be more
Self-Management? positive and responsive to the children, and the children
Studies that show the effectiveness of self-management have seem to be gaining more independence each week.
been conducted with young children who have behavior
 http://csefel.uiuc.edu
Center on the Social and Emotional Foundations for Early Learning

We welcome your feedback on this What Works Brief. Please go to the CSEFEL Web site
(http://csefel.uiuc.edu) or call us at (217) 333-4123 to offer suggestions.

Where Do I Find Information on Implementing This Practice?

(See the CSEFEL Web site (http://csefel.uiuc.edu) for additional resources.)

Carta, J. J., Estes, J. S., Schiefelbusch, J., & Terry, B. J. (2000). Project Slide: Skills for learning independence in developmentally
appropriate environments. Longmont, CO: Sopris West (available from http://www.sopriswest.com).

What Is the Scientific Basis for This Practice?

For those wishing to learn more about the topic, the following resources provide more information:

Atwater, J. B., Orth-Lopes, L., Elliott, M., Carta, J., & Schwartz, I. (1994). Completing the circle: Planning and implementing
transitions to other programs. In M. Wolery & J. S. Wilbers (Eds.) Including children with special needs in early childhood
programs. Washington, DC: NAEYC.

Connell, M. C., Carta, J. J., Lutz, S., & Randall, C. (1993). Building independence during in-class transitions: Teaching in-class
transition skills to preschoolers with developmental delays through choral-response-based self-assessment and contingent
praise. Education and Treatment of Children, 16(2), 160-174.

Fowler, S. A. (1986). Peer-monitoring and self-monitoring: Alternatives to traditional teacher management. Exceptional Children,
52(6), 573-581.

Kochanska, G., Koy, K. C. & Murray, K. T. (2001). The development of self-regulation in the first four years of life.
Child Development, 72, 1091-1111.

Landy, S. (2003). Pathways to competence: Encouraging healthy social and emotional development in young children. Baltimore:
Brookes Publishing.

Reinecke, D. R., Newman, B., & Meinberg, D. L. (1999). Self-management of sharing in three pre-schoolers with autism. Education
and Training in Mental Retardation and Developmental Disabilities, 3(3), 312-317.

Sainato, D. M., Strain, P. S., Lefebvre, D., & Repp, N. (1990). Effects of self-evaluation on the independent work skills of preschool
children with disabilities. Exceptional Children, 56(6), 540-549.

Strain, P. S., Kohler, F. W., Storey, K., & Danko, C. D. (1994). Teaching preschoolers with autism to self-monitor their social interac-
tions: An analysis of results in home and school settings. Journal of Emotional and Behavioral Disorders, 2(2), 78-88.

This What Works Brief was developed by the Center on the Social and Emotional Foundations for Early Learning under the
guidance of Lise Fox and Sherri Garrison.

This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health
and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily
reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations
imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.

Helping Children Learn to Manage Their Own Behavior

WHAT WORKS BRIEFS

 Helping Children
Learn to Manage Their
Own Behavior

HANDOUT 7
Assess the child’s current level of self-management skills by asking
questions such as the following to see how accurately a child is able to
assess his or her own behavior.
⇒ Raise your hand if you put your lunch box away this morning.
⇒ Put your thumbs up if you are sitting.
⇒ Raise your hand if you played at the block center today.

Identify what behaviors you want the child to learn to self-manage. Each
step should clearly describe what you want children to do.
⇒ When told to clean up, the child should stop playing, pick up toys, place them on the shelf, and take a seat
in the circle area.
⇒ When told to sit quietly, the child should stop talking, sit with her hands in her lap, and look at the
teacher.

Visually display behaviors for the child using photographs or drawings on

a poster, on a sheet of paper, or in a booklet.
⇒ When teaching a child to use the bathroom independently, you might draw each step on a poster or in the
form of a book depicting steps such as pulling pants down, sitting on the toilet, wiping with toilet paper,
pulling pants up, and washing hands.

Guide the child to learn the desired behaviors and to use the self-
management system (e.g., checklist, chart) to assess his performance of
the behaviors.
⇒ When teaching a child to put away the art supplies and go to the rug, you might review all the steps with
the child and give him or her a chart showing each step of the process, including putting the crayons and
markers in the bin, putting drawings in a cubby, walking over to the rug, choosing a book, and sitting
quietly looking at the book. The child could then circle or make a check mark next to the pictures that
show what steps were completed. For a long process, teach the first step or two, and you finish the job
the first time. As the child masters the first few steps, add new ones, one at a time.

Provide positive attention to the child when she correctly completes the
steps and uses the self-monitoring system accurately.
⇒ Melissa, good job cleaning up and marking the steps you did by yourself!
⇒ Sally, I see that you have your hands in your lap, thank you for sitting so quietly.
⇒ Kara, nice job remembering what you did and marking the steps on your chart!

This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Health
and Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0119). The contents of this publication do not necessarily
reflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations
imply endorsement by the U.S. Government. You may reproduce this material for training and information purposes.