Teaching Self Management Behaviors

Date of Award

Spring 5-8-2026

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Shirley Johnson

Keywords

Self-Management, Self Regulation, Behavior, SEL

Abstract

Teaching Self-Management Behaviors

Abstract

Self-Management behaviors are essential skills that support students’ ability to regulate their emotions and actions across every setting. This professional development looks deeper into the meaning of behavior as all behavior is a form of communication and emphasizes the importance of teaching self-management skills in a k-12 school setting. There are many things that can affect but the key factors, particularly for students with disabilities, including neurological and cognitive differences, challenges with impulse control, emotional regulation, executive functioning and sensory processing. This professional development outlines some evidence-based strategies for teaching self-management behaviors, such as helping identify emotions, setting clear behavioral goals, practicing self-monitoring, using rewards and engaging in self-evaluations. This can be achieved with modeling, guided practice and fostering independence to promote lifelong skill development. Educators can implement these strategies to support students in strengthening their self-management skills to improve both academic and social skills.

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Abstract only: No full text available.

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