Self-Instruction

Description of the Strategy

Securing the active involvement of the student whose behavior is targeted for change can significantly improve behavioral outcomes. Self-instructions, or, more simply, “talking to oneself,” are used by behavior analysts, teachers, counselors, or other educational personnel in programs of behavioral self-management or self-control.

People often talk to themselves, sometimes as a prompt that occurs before a behavioral event and sometimes after a response has been emitted. In the case of the former, a student might verbally rehearse the requirements for an assignment that will shortly be handed in, just to make sure that everything is correct and in the proper form. A student may review questions and answers that are expected to be on an upcoming test. Many people repeat rules or guidelines for behaviors that are difficult for them to perform, such as “keep your eye on the ball” for someone just learning the basics of the game of baseball, and “stop, look, and listen” for those learning safety skills at busy intersections. Often, memory aids like mnemonics and acronyms are found to be helpful. In the teaching of CPR skills, medical personnel often require students to memorize and rehearse the “ABC” formula: airway, breathing, and circulation. The steps of socials skills are often taught to students, and good teachers will provide ample opportunities for the students to say to themselves: “Following instructions means (1) look at the person, (2) say ‘OK,’ (3) do the task immediately, and (4) check back when I'm finished.” Using flashcards to review and rehearse critical information that is to be committed to memory is a useful strategy for many students.

Each of these prompts, which may be spoken aloud or emitted subvocally, is intended to increase the probability that a particular response will follow. [Page 1512]Sometimes, however, the “self-talk” actually follows an event and may serve as a consequence. Such is the case when a student reviews an assignment that has just been returned and says, “Wow, I got an A! Way to go!” Alternatively, students may express disappointment about their performance in their self-talk or even express anger at the teacher for being unfair in grading practices.

When self-instructions are used systematically as part of a behavioral intervention, students are trained to control or manage their own behavior by using statements they speak to themselves in much the same way as if some other person (e.g., teacher, counselor, parent) had spoken them. As is the case with nearly all effective self-management programs, the techniques used here are similar to those used in externally managed behavior change programs. The difference is in who implements the technique. A behavior change program becomes a self-management program when the individual whose behavior is the subject of change implements the strategies intended to change it.

Research Basis

As one strategy in a systematically applied program of behavior change, self-instruction has been used both to strengthen deficient behavior and to diminish behavioral excesses. It has been used successfully across a broad range of student ages, contexts, and target behaviors. Self-instruction has been found to be effective in promoting attendance, daily living behaviors, social skills, problem solving, academic performance and academic-related behaviors (assignment completion, study behaviors, lesson readiness behaviors), on task, and even child-care skills. Evidence suggests that it may be effective in reducing the frequency of some forms of impulsive behavior, and it has been found to be a useful strategy for controlling emotions, managing anger, and coping with intensely negative feelings.

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