Behavioral self-control strategies for young children.

Abstract

Abstract In this paper, self-control strategies are conceptualized as existing on two intersecting continuums of more or less individual control and increasing complexity depending on individual need. Behavioral self-control strategies for young children require external supports to assist children in learning the skills necessary to practice and implement the strategy. Therefore, self-control strategies for young children will tend to be more complex with increased external supports to encourage behavioral change. The component parts of behavioral self-control strategies are described and illustrated through examples. Key word descriptors: Self-management, Self-monitoring, Self-control, Self-regulation, Behavioral intervention. ********** Self-control strategies for behavioral change have been applied in a variety of settings with a broad spectrum of individuals presenting a range of abilities and needs. The literature on behavioral self-control reflects this diversity of application ranging from typically developing children to those diagnosed with mild to severe and profound developmental disabilities (Barry & Messer, 2003; Barry & Santarelli, 2000; Barry & Singer, 2001; Hinshaw & Melnick, 1992; Reid, 1996; Shaprio, DuPaul, & Bradley-Klug, 1998; Smith & Sugai, 2000). The purpose of this article is to a) define behavioral self-control strategies, b) define the possible component parts of such strategies, and c) provide illustrations of how the components of behavioral self-control strategies can be implemented in practice with young children as an early intensive behavioral intervention. Definition of behavioral self-control In its simplest form, behavioral self-control consists of at least two behavioral responses connected by a functional relationship in that one response controls the other (Cooper, Heron, & Heward, 1997). There must be a) the target behavior that the child, or those around the child, identifies to change and b) the self-control behavior that is used to change the target behavior (Belfiore & Hornyak, 1998; Cooper, et al., 1997). In operant terms, there must be a controlled and a controlling behavioral response. Examples of behavioral self-control in everyday life are numerous. For instance, we make grocery lists (controlling behavior) that influence what we buy at the store (controlled or target behavior); we set alarm clocks (controlling behavior) that influence the time we wake up (controlled or target behavior); we write appointments down on a calendar (controlling behavior) that influence our rate of attendance at appointments (controlled or target behavior). As an individual's needs increase, the behavioral self-control strategies necessary to elicit change may become more complex. Applying behavioral self-control strategies with very young children or children with special needs will likely require extensive external support. Behavioral self-control strategies may include a) operational definitions of controlling and controlled behaviors which may entail detailed task analyses of target behaviors or more complex behavioral goals including chains of behavior; b) data recording using specific prompts for both monitoring and recording data that may include reliability measures; c) skill acquisition through instruction and practice in empirically and theoretically supported areas of deficit or need; d) contingency management of behavior using consequences (positive and negative reinforcement, punishment, and response costs) for both performing the target behavior as well as accurate recording and monitoring; e) evaluation of data collected to monitor acquisition of behavioral skills and attainment of behavioral goals. Behavioral self-control strategies can be conceptualized as existing on two intersecting continuums ranging in both complexity of intervention and individual control depending on the needs of the targeted individual (Mithaug & Mithaug, 2003; Shaprio, et al. …