Journal of Positive Behavior Interventions

Teaching students the skills to regulate their own learning and behavior is often cited as an important component of educational programs for students with autism spectrum dis-orders (ASD; Harrower & Dunlap, 2001; Lee, Simpson, & Shogren, 2007). Self-management interventions create oppor-tunities for students to practice the skills necessary to reg-ulate their learning and behavior and typically involve some combination of the following strategies: self-monitoring (i.e., self-observation, self-recording), self-evaluation, and self reinforcement (Agran, King-Sears, Wehmeyer, & Copeland, 2003). Multiple studies have documented the effi-cacy of self-management interventions (Lee et al., 2007) and researchers have suggested that the ability to self-manage one’s behavior may be a pivotal skill that supports the generalization of newly developed skills for students with ASD (R. L. Koegel, Koegel, & McNerney, 2001)