Monday, May 02, 2005
CBM or Cognitive Behavior Management strategies
What are CBM or Cognitive Behavior Management Strategies?
CBM strategies are data based strategies, which help the students to monitor their own behavior, help them make judgments about its appropriateness and to change it as needed (Friend & Bursuck, 2001)
Main aim:
The main aim of the CBM strategies is to promote self control of the individual, solve their problem behaviors, record and evaluate their behaviors (Kerr & Nelson, 2002)
History:
Meichenbaum (1971) was the first to come up with self instructional training process with 3 sequences to implement CBM:
1.Instruction by another person( e.g., adult model )
2.Overt self –instruction ( the students speaks to self while performing the instructions)
3.Covert self-instruction ( student guides his performance through private speech)
Main features of CBM:
The system relies on enriching the internalization of the commands and controlling the behaviors than on external reward and punishment procedures
They incorporate a "how-to-think" framework for students to use when modifying behavior rather than any explicit "what-to-think" instruction from a teacher.
They are student-operated systems, thus allowing students to generalize their newly learned behavior much more than teacher-operated systems
Uses of CBM:
•Useful for academic and behavioral interventions
•When used in combination with the token systems, contracts and other physical reinforcers, they increase the effectiveness of the intervention (Friend & Bursuck, 2001)
•Help increase the sense of self efficacy ( Schunk,1989)
•Help develop goal setting (Shapiro et.al.1998)
•Useful in developing skills of being honest, and sincere
•Help develop responsibility and awareness of one’s own behavior
•Useful in developing and enhancing self-regulation skills
•Useful for monitoring behaviors
•Help increasing self- reinforcement and continuous motivation ( Driscoll, 2005)
While implementing CBM important points to be considered:
•Need for consistency in scoring after every period
•Maintaining the learnt behaviors
•Empowering the students by enhancing their self-worth and self-esteem to make them self-reliant
References
Alvarez, A., & Adelman, H. S. (1986). Overstatement of self-evaluations with students with psychoeducational problems. Journal of Disabilities, 19, 567-571.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Borowski, J.G., Estrada, T. M., Milstead, M., & Hale, C. A. (1989). General problem solving skills: Relations between metacognitive and strategic processing. Learning Disability Quarterly, 12, 57-70
Driscoll M.P., (2005) Psychology of learning instruction ( 3rd Ed.). Boston: Pearson.
Shapiro,E.S., DuPaul,G.J., and Kathy L. Bradley-Klug.K.L., (1998). Self-Management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31(6), 545-55
Friend,M., & Bursuck,W.D.,(2002) Including students with special needs ( 3rd Ed.). Boston: Pearson
Graham, S., MacArthur, C., Schwartz, S., & Page-Voth, V., (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58,322-334.
Hallahan, D., Kauffman, J. M., & Llyod, J. W. (1999). Introduction to learning disabilities. Boston: Allyn and Bacon.
Kerr,M.M., & Nelson,M.C.,( 2002) Strategies for addressing behavior problems in the classroom (4th Ed).Upper Saddle River NJ: Merrill Prentice Hall.
Margolis, H., McCabe, P. (2004) Self-efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77, 6. 241-249.
Meichenbaum, D. H., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115-126.
Mercer,C.D.,&Mercer,A,R.,(2001) Teaching students with Learning Problems (6thEd.) Upper Saddle River NJ: Merrill Prentice Hall.
Smith, D. J., Young, K. R., Nelson, J. R., & West, R. P. (1992). The effect of a self-management procedure on the classroom academic behavior of students with mild handicaps. School Psychology Review, 21, 59-72.
Schunk, D. H. (1989). Self efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
http://www.tourettesyndrome.net/Smith.htm
CBM strategies are data based strategies, which help the students to monitor their own behavior, help them make judgments about its appropriateness and to change it as needed (Friend & Bursuck, 2001)
Main aim:
The main aim of the CBM strategies is to promote self control of the individual, solve their problem behaviors, record and evaluate their behaviors (Kerr & Nelson, 2002)
History:
Meichenbaum (1971) was the first to come up with self instructional training process with 3 sequences to implement CBM:
1.Instruction by another person( e.g., adult model )
2.Overt self –instruction ( the students speaks to self while performing the instructions)
3.Covert self-instruction ( student guides his performance through private speech)
Main features of CBM:
The system relies on enriching the internalization of the commands and controlling the behaviors than on external reward and punishment procedures
They incorporate a "how-to-think" framework for students to use when modifying behavior rather than any explicit "what-to-think" instruction from a teacher.
They are student-operated systems, thus allowing students to generalize their newly learned behavior much more than teacher-operated systems
Uses of CBM:
•Useful for academic and behavioral interventions
•When used in combination with the token systems, contracts and other physical reinforcers, they increase the effectiveness of the intervention (Friend & Bursuck, 2001)
•Help increase the sense of self efficacy ( Schunk,1989)
•Help develop goal setting (Shapiro et.al.1998)
•Useful in developing skills of being honest, and sincere
•Help develop responsibility and awareness of one’s own behavior
•Useful in developing and enhancing self-regulation skills
•Useful for monitoring behaviors
•Help increasing self- reinforcement and continuous motivation ( Driscoll, 2005)
While implementing CBM important points to be considered:
•Need for consistency in scoring after every period
•Maintaining the learnt behaviors
•Empowering the students by enhancing their self-worth and self-esteem to make them self-reliant
References
Alvarez, A., & Adelman, H. S. (1986). Overstatement of self-evaluations with students with psychoeducational problems. Journal of Disabilities, 19, 567-571.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Borowski, J.G., Estrada, T. M., Milstead, M., & Hale, C. A. (1989). General problem solving skills: Relations between metacognitive and strategic processing. Learning Disability Quarterly, 12, 57-70
Driscoll M.P., (2005) Psychology of learning instruction ( 3rd Ed.). Boston: Pearson.
Shapiro,E.S., DuPaul,G.J., and Kathy L. Bradley-Klug.K.L., (1998). Self-Management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31(6), 545-55
Friend,M., & Bursuck,W.D.,(2002) Including students with special needs ( 3rd Ed.). Boston: Pearson
Graham, S., MacArthur, C., Schwartz, S., & Page-Voth, V., (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58,322-334.
Hallahan, D., Kauffman, J. M., & Llyod, J. W. (1999). Introduction to learning disabilities. Boston: Allyn and Bacon.
Kerr,M.M., & Nelson,M.C.,( 2002) Strategies for addressing behavior problems in the classroom (4th Ed).Upper Saddle River NJ: Merrill Prentice Hall.
Margolis, H., McCabe, P. (2004) Self-efficacy: A key to improving the motivation of struggling learners. The Clearing House, 77, 6. 241-249.
Meichenbaum, D. H., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115-126.
Mercer,C.D.,&Mercer,A,R.,(2001) Teaching students with Learning Problems (6thEd.) Upper Saddle River NJ: Merrill Prentice Hall.
Smith, D. J., Young, K. R., Nelson, J. R., & West, R. P. (1992). The effect of a self-management procedure on the classroom academic behavior of students with mild handicaps. School Psychology Review, 21, 59-72.
Schunk, D. H. (1989). Self efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
http://www.tourettesyndrome.net/Smith.htm
