The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile…

Self-determination can support student mental health, particularly related to internalizing behaviors, because self-determined actions enable self-motivating consequences (i.e., self-efficacy). Self-regulation--a subset of self-determination--is often utilized by interventionists to improve self-determination and student behavior. Self-regulation…

Since the reopening of schools after COVID-19, students and staff have been required to wear face masks. Some students, including those with extensive support needs (ESN), may have difficulty in wearing these novel protective garments. Fortunately, researchers have demonstrated the effectiveness of several procedures for supporting the wearing of…

Multi-tiered systems of support are frequently used in school settings because of their efficiency and effectiveness (McIntosh & Goodman, 2016). The rationale for multi-tiered systems of support is to provide early and systematic intervention to all students with increasing intensity of intervention provided as needed (Sugai & Horner,…

Self-management is a set of procedures that students can be taught to apply to their own behaviors to change them. In self-management, students are taught to observe, assess, and modify their own behavior. These procedures include such things as self-identifying and observing a target behavior and setting a goal to change it. Self-management…

An overarching goal in education is to enable students to become independent and self-sufficient individuals who are able to manage their behaviors without the assistance of others. When students are able to manage their own behaviors (also known as self-regulation), they do not rely on external controls, such as teacher prompting. In general…

Discusses turning the mathematics failure cycle of students with learning disabilities into a success cycle by using learning strategies and positive attributions. Identifies eight steps to success with learning strategies are as well as six steps to positive attribution in math. The attribution theory is also explained. (CR)