Self-Management Strategies: Theory, Curriculum, and Teaching Procedures

By Michael B. Medland | Go to book overview
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accuracy, 84, 131, 153, 171, 222
activities, as classroom procedure, 36, 107; designed to promote helping and sharing, 155; functioning of, 36-37; organization of, 36; regular and special, 35-36
activity procedure, 108; interactive, example of, 109
activity setup, 137
activity SM behaviors, analyzing classroom, 35-40; defined, 23-24; relative to inclusive SM classes, 44-46
adaptation plan, 250; analysis of, 261-62
adaptation, relative to SM, defined, 31-33; planning as a component of, 175
arbitration, 208-10, 218; posting, 209
argument analysis, 193
assumptions, of the SM curriculum, 5
behavior-consequence relationship, 6
behaviors, classroom, 5; referencing instances and classes of, 11-13; stability of, 131; trend of, 131; types of, 17-20; variability of, 131
budget plan, 250, 256
challenges, open and modeled, 65-66
classes of behavior, 12-17; inclusive and exclusive, 14-15; names and definitions of, 13-14; performance dependent, 16; procedurally dependent, 16-17; types of relationships, 14-17
classroom procedures, 107
combination statements, 59
commonality and flexibility, in activity design, 42-44
condition-behavior: match, 5-6; non- match, 6
condition statements, 59
conditions, classroom, 5
conflict, defined, 208; example set, 94; posting, 211
consequences, analysis of, 47-50; classroom, 5; compatibility of, 49; describing as part of statements, 63-64; determining, 50-53; direction of, 49; as element of teaching, 129; evolution of, 49-50; placement of, 50; for posted behaviors, 112; range of, 48; reciprocity of, 49; reinforcing in example sets, 101; relativity of, 47-48; schedule of, 50; in strategy system integration teaching, 226; supplementing, 53-54. See also correction procedures; principles of behavior and technology
context opportunities, 242, 246-47
contingencies, classroom, 5, 9-10, 18;


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