Teaching Self-control

With

Dr. Sheldon Braaten

Behavioral Institute For Children And Adolescents 203 E. Canada Rd, Suite 200

Little Canada, MN 55117

Ph 651-484-5510 Fax 651-483-3879 email sbraaten@behavioralinstitute.org

www.behavioralinstitute.org

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Self-control Training

AKA

Self-management Training Self-regulation Training Self-discipline Training Self-instruction Training Impulse Control Training

It is about the learner

Characteristics that affect training include: Age – maturation Abilities – cognitive, physical etc. Disabilities – ADHD, Autism, LD etc. Demographic – gender, SES, residence, culture

It is about:

thinking. feelings values & Choices. recognizing feelings - yours and others- and expressing feelings in ways that are appropriate for yourself and respectful to others. Motivation making choices and setting goals.

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Executive Function and Individuals with Disabilities e.g. ADD/ADHD, ADS, OCD, brain injury, anxiety disorders

Executive function - "actions we perform to ourselves and direct at

ourselves so as to accomplish self-control, goal-directed behavior, and the

maximization of future outcomes." R. Barkley

Planning and prioritizing Time management Organization Working Memory Metacognition Response Inhibition Self-regulation of Affect Task Initiation Flexibility Goal-directed Persistence Sustained Attention Disengaging Attention Regulation of Processing Speed

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The SWAN Rating ScaleJames M. Swanson, Ph.D.

University of California, Irvine

Name: ____________________________________ Gender: ______ Age: ______ Grade: ______Completed by: _____________________________Date Completed:_____________________________ Class size: ______ Type of Classroom: ________________

Ethnicity (circle one which best applies): African-American Asian Caucasian Hispanic Other

Children differ in their abilities to focus attention, control activity, and inhibit impulses. For each item listed below, how does this child compare to other children of the same age? Please select the best rating based on your observations over the past month. Compared to other children, how does this child do the following:

far slightly slightly farbelow below below average above above above

1. Give close attention to detail and avoid careless mistakes _____ _____ _____ _____ _____ _____ _____

2. Sustain attention on tasks or play activities _____ _____ _____ _____ _____ _____ _____

3. Listen when spoken to directly _____ _____ _____ _____ _____ _____ _____

4. Follow through on instructions & finish school work/chores _____ _____ _____ _____ _____ _____ _____

5. Organize tasks and activities _____ _____ _____ _____ _____ _____ _____

6. Engage in tasks that require sustained mental effort _____ _____ _____ _____ _____ _____ _____

7. Keep track of things necessary for activities _____ _____ _____ _____ _____ _____ _____

8. Ignore extraneous stimuli _____ _____ _____ _____ _____ _____ _____

9. Remember daily activities _____ _____ _____ _____ _____ _____ _____

10. Sit still (control movement of hands/ feet or control squirming) _____ _____ _____ _____ _____ _____ _____

11. Stay seated (when required by class rules/social conventions) _____ _____ _____ _____ _____ _____ _____

12. Modulate motor activity (inhibit inappropriate running/climbing) _____ _____ _____ _____ _____ _____ _____

13. Play quietly (keep noise level reasonable) _____ _____ _____ _____ _____ _____ _____

14. Settle down and rest (control constant activity) _____ _____ _____ _____ _____ _____ _____

15. Modulate verbal activity (control excess talking) _____ _____ _____ _____ _____ _____ _____

16. Reflect on questions (control blurting out answers) _____ _____ _____ _____ _____ _____ _____

17. Await turn (stand in line and take turns) _____ _____ _____ _____ _____ _____ _____

18. Enter into conversations & games (control interrupting/intruding) _____ _____ _____ _____ _____ _____ _____

19. Control temper _____ _____ _____ _____ _____ _____ _____

20. Avoid arguing with adults _____ _____ _____ _____ _____ _____ _____

21. Follow adult requests or rules (follow directions) _____ _____ _____ _____ _____ _____ _____

22. Avoid deliberately doing things that annoy others _____ _____ _____ _____ _____ _____ _____

23. Assume responsibility for mistakes or misbehavior _____ _____ _____ _____ _____ _____ _____

24. Ignore annoyances of others _____ _____ _____ _____ _____ _____ _____

25. Control anger and resentment _____ _____ _____ _____ _____ _____ _____

26. Control spitefulness or vindictiveness _____ _____ _____ _____ _____ _____ _____

27. Avoid quarreling _____ _____ _____ _____ _____ _____ _____

28. Remain focused on task (does not stare into space or daydream) _____ _____ _____ _____ _____ _____ _____

29. Maintains approprite energy level (is not sluggish or drowsy) _____ _____ _____ _____ _____ _____ _____

30. Engage in goal directed activity (is not apathetic or unmotivated) _____ _____ _____ _____ _____ _____ _____

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Self-control Definition: Training in goal-directed skills to accept and change one’s immediate experiences - feelings, thoughts, and behaviors. Self-management - Self-regulation

Adjective. Sally displays many self-management (regulation) skills. Skills to analyze varying environmental variables (external and internal) and relevant behavioral responses in terms of reinforcement contingencies.

Teachable Abilities

An ability that can be developed through a process of facilitative learning encompassing attitudes, understandings and skills that, when mastered are translated into behavior, including: Engage in an inner dialogue (self-talk) e.g. “I think.” Reflection on events that have happened; Distinguish between data and judgments or assessments; Learning to attend to physical cues associated with feelings; and Learning to recognize behaviors as choices made to satisfy a need/want. Bodine & Crawford Self-regulation an integrated learning process consisting a set of constructive behaviors that are planned and adapted to support the pursuit of personal goals in changing learning environments.

skills can be taught, learned, and controlled. students must learn to self-compare their performance and become proactive learners.. Some who possess good self-regulation skills may be choosing not to employ them due to

personal or social issues. High achievers set specific, realistic, and systematic learning goals for themselves and self-

monitor frequently. Good self-regulators use multiple individualized strategies - no one best strategy for all students

all the time. Strategies involve personal, behavioral, and environmental categories. involves controlling behavior, motivational beliefs, and cognitive strategies for learning. There are three phases of self-regulation: forethought or preaction, performance control, and self-

reflection.

National Research Center on the Gifted and Talented

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Reasons for Using Self-Management Procedures

1. The use of external change agents sacrifices

consistency since teachers or others may miss certain instances of behavior.

2. Problems associate with communication

between agents in different settings can also undermine the success of a program.

3. The change agents themselves can become an

environmental cue for the performance or lack of performance of a behavior.

4. An individual’s contribution to the

development of a personal behavior change program may increase performance.

5. External agents are not always available in

the environment where the target behavior is occurring or should occur.

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Some Features of Goals

In order for goals to be effective in our lives: Goals need to be visible-you can see them clearly Goals that are away from you are harder to see. Goals are achieved in stages. Other people may need to help along the way. You have to do something. One goal doesn’t win the game. You have to follow the rules of the game. Once you have a goal, it’s yours. It can’t be taken from you. Goals Are: Concrete Set by and for you Realistic Can be reached through a plan of action Bernard, M. E. & Cartwright, R. (1997). Program achieve: A curriculum of lessons for teaching

students how to be successful in school and life. Laguna Beach, CA; You Can Do It! Education.

Why Goals Are Worth Having

Top 10 List

1. They help you be what you want to be. 2. They stretch your comfort zone. 3. They boost your confidence. 4. They give your life purpose. 5. They help you to rely on yourself. 6. They encourage you to trust your decisions. 7. They help you to turn the impossible into the possible. 8. They prove that you can make a difference. 9. They improve your outlook on life. 10. They lead to feelings of satisfaction.

Backel, B. K. (2001). What do you really want? How to set a goal and go for it: A guide for teens.

Minneapolis, MN: Free Spirit Publishing.

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FUNCTION OF DAILY PERSONAL STUDENT GOALS by

Sheldon Braaten

Personal refers to the students’ goals–not adults’ goals for students. Students must learn how to express personally relevant needs and wants as goals that can be achieved. The adults’ role is to teach them how to write reasonable and appropriate goals, to provide guidance and encouragement along with numerous opportunities to succeed, and to give frequent feedback on progress.

Expecting students to write personal goals daily helps…

1. students to focus on a specific behavior.

2. students know what goals are and how they can facilitate success.

3. students state their perceptions of personal needs and wants.

4. students learn to plan and organize priorities.

5. students develop a future orientation.

6. students develop a sense of responsibility and power over their own behavior.

7. students relate to other goals and objective set for them by adults (e.g. IEP).

8. students develop self-monitoring skills.

9. students to think more realistically.

10. staff provide a consistent introduction to the school day.

11. staff to attend to the student’s disposition upon arrival in class.

12. staff plan appropriate responses to student’s behavior.

13. provide a vehicle for ongoing dialogue with students.

14. reinforce written expression skills (e.g. spelling and sentence structure).

15. staff and students focus on progress and experiencing success.

Sheldon Braaten Ph.D. © 1993 revised 2007, Behavioral Institute for Children and Adolescents 8

Domains of Self-Control

Control Impulses Manage Group Situations Solve Social Problems Follow School Routines Manage Stress

Triggers of Loss of Self-Control

Redl & Wineman

Anxiety, Insecurity, or Fear Unfamiliar Situations or Experiences Reminders of Traumatic Experiences Group Excitability Open or Unstructured Space Guilt

SELF-CONTROL TRAINING

Types self-assessment self-instruction self-guidance self-modeling self-monitoring self-correction self-reinforcement self-punishment

SELF-INSTRUCTION TRAINING

STEPS 1. COGNITIVE MODELING Adult performs the task, talking aloud; student observes 2. OVERT EXTERNAL GUIDANCE Adult and student both perform task while talking aloud together 3. OVERT SELF-GUIDANCE Student performs the task using same verbalization as the adult 4. FADED SELF-GUIDANCE Student whispers the instruction while going through the task 5. COVERT SELF-GUIDANCE Student performs the task, guided by covert self-speech

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SELF-MONITORING

Decide what behavior you want to improve Design and make recording sheets

Frequency chart Interval chart

Show and explain how to do the recording Have student begin self-recording Do reliability checks

SELF-STATEMENTS

C

BASIC TYPES PROBLEM IDENTIFICATION “What do I have to do?” FOCUSING ATTENTION “I have to concentrate, think only about my work.” PLANNING AND RESPONSE GUIDANCE “Be careful...look one at a time.”

SELF-EVALUATION “Am I following my plan...did I look at each one?” SELF-REINFORCEMENT “Good-I got it.”

OPING AND ERROR-CORRECTING OPTION “That’s OK...even if I make an error I can back up and go slowly.”

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Factors that influence Self-instruction 1. Actual implementation of the procedure during task performance. 2. The ability of students to perform the response in question. 3. Reinforcement for adhering to self-instructions. 4. Making the focus of instructions specific.

Techniques for Increasing Self-Management Teachers may … …ask students to set goals. …ask students to evaluate their performance. …explain to the student what behavior resulted in reinforcement (following delivery

of reinforcement). …ask the student to relate part of the contingency for reinforcement. …ask the student to state the entire contingency for reinforcement. …involve students in choosing reinforcers and in determining their cost in terms of

behavior.

Steps for Creating a Self-Control Program

Sandra L. Friedrich Make a commitment to follow through. List benefits of adhering to the program, tell others about one's intentions, post written reminders of commitments around one's home, put time and energy into designing the program, and plan ways to deal with obstacles ahead of time. Identify the problem. A precise definition of the target behavior. Keep detailed records about when, where, and how the behavior occurs for one to two weeks, and note the antecedents and consequences of the target and competing behaviors Set a goal. Decide in what way that behavior should be changed. The goal should be specific, measureable and realistic. It is better to set a small goal and progress to bigger goals than to set a big goal and become quickly discouraged. Apply self-control strategies-also known as controlling behaviors. Choice of strategies will depend on the target behavior. Self-monitoring. Keep records to determine if the strategies are effective. Self-monitoring can be informal (for instance, by making notes on an index card) or formal (using pre-designed data sheets) but should not be too lengthy or complex. Make revisions as necessary. Decide if changes in the plan are necessary. Help the individual chooses strategies that will work best for him or her. Self-control programs should always be flexible and adaptable.

Source http://www.minddisorders.com/Py-Z/Self-control-strategies.html

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Self-control Strategies http://www.minddisorders.com/Py-Z/Self-control-strategies.html

Self-control strategies are cognitive and behavioral skills used by individuals to maintain self-motivation

and achieve personal goals. Initially the skills may be learned from a therapist, text, or self-help book.

However, the individual is responsible for using these skills in real-life situations to produce the desired

changes.

There are many varieties of self-control strategies. Other terms for self-control strategies are behavioral

self-control training, cognitive self-regulation, and self-management techniques. In recent years, the term

"self-management" has replaced "self-control," because self-control implies changing behavior through

sheer willpower. Self-management, on the other hand, involves becoming aware of the natural processes

that affect a particular behavior and consciously altering those processes, resulting in the desired behavior

change.

Purpose

Most people who decide to use self-control strategies are dissatisfied with a certain aspect of their lives.

For example, they may feel they smoke too much, exercise too little, or have difficulty controlling anger.

Self-control strategies are useful for a wide range of concerns, including medical (such as diabetes,

chronic pain, asthma, arthritis, incontinence, or obesity ), addictions (such as drug and alcohol abuse,

smoking, gambling, or eating disorders), occupational (such as study habits, organizational skills, or job

productivity), and psychological (such as stress , anxiety, depression, excessive anger, hyperactivity, or

shyness). If symptoms are severe, self-control strategies may be used in conjunction with other therapies,

but should not be the only form of treatment.

The goal of self-control strategies is to reduce behavioral deficiencies or behavioral excesses. Behavioral

deficiencies occur when an individual does not engage in a positive, desirable behavior frequently

enough. The result is a missed future benefit. For example, a student who rarely studies may not graduate.

Behavioral excesses occur when an individual engages in negative, undesirable behavior too often. This

results in a negative future consequence. For example, a person who smokes may develop lung cancer.

In the case of behavioral deficiencies, one may fail to engage in a desirable behavior because it does not

provide immediate gratification. With behavioral excesses, there is usually some type of immediate

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gratification and no immediate negative consequence. Self-control strategies help individuals to become

aware of their own patterns of behavior and to alter those patterns (usually by creating artificial rewards

or punishments) so that the behavior will be more or less likely to occur.

Description

Theoretical bases for self-control strategies

Self-control strategies are based primarily on the social cognitive theory of Albert Bandura. According to

Bandura, one's behavior is influenced by a variety of factors, including one's own thoughts and beliefs,

and elements in the environment. Bandura proposed that certain beliefs, self-efficacy and outcome

expectancies, are important factors in determining which behaviors an individual will attempt, and how

motivated the individual will be when engaging in those behaviors. Self-efficacy is one's belief about how

well he or she can perform a given task, regardless of that person's actual ability. Outcome expectancies

are what the person believes will happen as a result of engaging in a certain behavior. If self-efficacy and

outcome expectancies are inaccurate, the individual may experience behavioral deficits or excesses.

Donald Meichenbaum developed the idea of self-instructional training, which is a major part of self-

control strategies. Meichenbaum believed that learning to control behavior begins in childhood, based on

parental instruction. Children eventually control their own behavior by mentally repeating the instructions

of their parents. These internal instructions may be positive or negative. Self-instructional training teaches

individuals to become aware of their self-statements, evaluate whether these self-statements are helpful or

hindering, and replace maladaptive self-statements with adaptive ones.

Frederick Kanfer suggested that individuals achieve self-control by using a feedback loop consisting of

continuous monitoring, evaluating, and reinforcing of their own behavior. This loop occurs naturally in

everyone. However, the loop can be maladaptive if (a) only negative factors are noticed and positive

factors are ignored during the monitoring phase, (b) standards are unrealistic during the evaluation phase,

or (c) responsibility is accepted for negative behaviors but not for positive behaviors during the

reinforcement phase. Self-control strategies help individuals to be aware of these phases and to make the

appropriate changes in monitoring, evaluation, and reinforcement.

Development of a self-control program

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Self-control strategies are often taught in treatment centers, group or individual therapies, schools, or

vocational settings. However, self-control programs may also be designed without the help of a

professional, especially if the problem being addressed is not severe. The use of professionals, at least

initially, may increase the likelihood that the program will succeed. Following are the necessary steps for

creating a self-control program:

• Making a commitment. A plan cannot succeed unless one is committed to following through.

Ways of increasing commitment level include listing the benefits of adhering to the program,

telling others about one's intentions, posting written reminders of commitments around one's

home, putting a significant amount of time and energy into designing the program, and planning

ways to deal with obstacles ahead of time.

• Identifying the problem. The behavior in need of change is referred to as the target behavior or

the controlled behavior. A precise definition of the target behavior is a crucial first step. This is

usually done by keeping detailed records about when, where, and how the behavior occurs for

one to two weeks. The record-keeping should also focus on other competing behaviors that may

be interfering with the target behavior. For example, for a person who is trying to cut down on

calorie consumption, a competing behavior would be eating high-calorie snack foods. It is

important to note the antecedents and consequences of the target and competing behaviors; in

other words, what typically occurs immediately before (antecedents) and after (consequences)

these behaviors? The antecedents and consequences are factors that influence the occurrence of

the behavior. Sometimes just the process of record-keeping alters the target behavior by

increasing the individual's awareness of what he or she is doing.

• Setting a goal. Once the target behavior has been defined, the individual must decide in what way

that behavior should be changed. The goal should be specific so that future progress can be

measured. This may entail listing circumstances or behaviors that must be present, as well as to

what degree they must be present, in order for a goal to be achieved. For example, a goal to

"reduce hyperactivity" in a grade-school student is vague. "Remaining in seat for seven out of

fourteen half-hour periods daily" is much more specific. Indicating a time frame in which the goal

can realistically be achieved is also recommended. Goals should be realistic. It is better to set a

small goal and progress to bigger goals than to set a big goal and become quickly discouraged.

• Applying self-control strategies. The self-control strategies are known as controlling behaviors.

Choice of strategies will depend on the target behavior. Types of strategies are discussed later.

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• Self-monitoring. While using the self-control strategies, one should continue to keep records

regarding the occurrence of the target behavior. Keeping written records is essential for

determining if the strategies are effective. If one is gradually meeting the goal requirements, the

strategies can be assumed effective. If little progress towards the goal is evident, either the

strategies are being used incorrectly, or the strategies are ineffective and should be changed. Self-

monitoring can be done informally (for instance, by making notes on an index card) or formally

(by using pre-designed data sheets). In any case, self-monitoring should gather the necessary

information, but should not become too lengthy or complex. The individual will lose motivation

to continue monitoring if the procedures are overly time-consuming or inconvenient.

• Making revisions as necessary. Based on the information gathered during self-monitoring, the

individual decides if changes in the plan are necessary. One advantage of self-control programs is

that the individual chooses the strategies that will work best for him or her. This freedom of

choice increases the likelihood that the individual will adhere to the program. Therefore, self-

control programs should always be flexible and adaptable.

Types of self-control strategies

Self-control strategies can be grouped into three broad categories:

ENVIRONMENTAL STRATEGIES. Environmental strategies involve changing times, places, or

situations where one experiences problematic behavior. Examples include:

• changing the group of people with whom one socializes

• avoiding situations or settings where an undesirable behavior is more likely to occur

• changing the time of day for participating in a desirable behavior to a time when one will be more

productive or successful

BEHAVIORAL STRATEGIES. Behavioral strategies involve changing the antecedents or

consequences of a behavior. Examples include:

• increasing social support by asking others to work towards the same or a similar goal

• placing visual cues or reminders about one's goal in one's daily environment

• developing reinforcers (rewards) for engaging in desirable behaviors or punishers for engaging in

undesirable behaviors

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• eliminating naturally occurring reinforcers for undesirable behavior

• engaging in alternative, positive behaviors when one is inclined to engage in an undesirable

behavior

• creating ways to make a desirable behavior more enjoyable or convenient

• scheduling a specific time to engage in a desirable behavior

• writing a behavioral contract to hold oneself accountable for carrying out the self-control program

COGNITIVE STRATEGIES. Cognitive strategies involve changing one's thoughts or beliefs about a

particular behavior. Examples include:

• using self-instructions to cue oneself about what to do and how to do it

• using self-praise to commend oneself for engaging in a desirable behavior

• thinking about the benefits of reaching one's goal

• imagining oneself successfully achieving a goal or using imagery to distract oneself from

engaging in an undesirable behavior

• substituting positive self-statements for unproductive, negative self-statements

In a therapeutic setting, self-control strategies are usually taught in weekly group sessions over a period of

several weeks. The sessions typically include an educational lecture regarding a specific strategy, group

discussion of how the strategy should be applied and how to cope with potential obstacles (relapse

prevention), role-plays or rehearsal of the strategy, a review of the session, and a homework assignment

for further practice. Sessions usually focus on one type of strategy at a time. Preferably, an individual

should master one strategy before attempting another. After the series of training sessions are complete,

the individual is responsible for implementing the strategies in daily life.

Aftercare

Relapse is a concern in any therapeutic situation. Current research suggests that individuals are more

likely to continue using newly learned self-control strategies if they have periodic follow-up contact with

a professional or other designated person. The contact serves at least three purposes: (1) a source of

accountability, (2) review of strategy use to ensure proper application, and(3) discussion of problematic

situations and development of plans to overcome these situations.

Risks

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Self-control strategies are especially prone to short-circuiting of contingencies. This refers to the tendency

for individuals to partake of reinforcers at inappropriate occasions, or to avoid punishers designated in

their plan. If contingencies are short-circuited, the desired behavior change is unlikely to occur.

Relapse is another risk involved in self-control strategies. Causes of relapse include: (a) a poorly defined

target behavior (progress cannot be recognized); (b) unrealistic or long-term goals without immediate

sources of reinforcement; (c) failure to anticipate and plan for obstacles to goal-achievement; (d)

overreaction to occasional setbacks; (e) negative self-talk, especially when one feels goals are not being

satisfactorily met; (f) failure to use desirable or frequent reinforcers; (g) ineffective consequences for

undesirable behavior; and (h) an inaccurate or unnecessarily complex monitoring system.

Normal results

Ideally individuals will use self-control strategies independently in their everyday surroundings to meet

their designated goal. They will decrease behavioral deficiencies and excesses, engaging in desirable

behaviors more often, or engaging in undesirable behaviors less frequently or not at all.

Abnormal results

If the self-control strategies are ineffective or used improperly, individuals may show no changes or

increases in behavioral deficiencies or excesses.

See also Behavior modification ; Bibliotherapy ; ; Cognitive-behavioral therapy ; Guided imagery therapy

; Rational emotive therapy ; Social skills training

Resources

BOOKS

Dobson, Keith S., ed. Handbook of Cognitive-Behavioral Therapies. 2nd ed. New York: Guilford Press, 2001.

Martin, Garry. Behavior Modification: What It Is and How to Do It. 6th ed. Upper Saddle River, New Jersey: Prentice-Hall, 1999.

Miltenberger, Raymond G. Behavior Modification: Principles and Procedures. 2nd ed. Belmont, California: Wadsworth/Thomson Learning, 2001.

PERIODICALS

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Davies, Susan, and Raymond Witte. "Self-Management and Peer-Monitoring Within a Group Contingency to Decrease Uncontrolled Verbalizations of Children with Attention-Deficit/Hyperactivity Disorder." Psychology in the Schools 37, no. 2 (2000): 135-147.

Frayne, Colette A., and J. Michael Geringer. "Self-Management Training for Improving Job Performance: A Field Experiment Involving Salespeople." Journal of Applied Psychology 85, no. 1 (2000): 361-372.

Rokke, Paul D., Judith A. Tomhave, and Zelijko Jocic. "Self-Management Therapy and Educational Group Therapy for Depressed Elders." Cognitive Therapy and Research 24, no. 1 (2000): 99-119.

Saelens, Brian E., Christine A. Gehrman, James F. Sallis, Karen J. Calfas, Julie A. Sarkin, and Susan Caparosa. "Use of Self-Management Strategies in a 2-Year Cognitive Behavioral Intervention to Promote Physical Activity." Behavior Therapy 31 (2000): 365-379.

ORGANIZATIONS Association for Behavioral Analysis. 213 West Hall, Western Michigan University, 1903 W. Michigan Avenue, Kalamazoo, Michigan 49008-5301. (616) 387-8341; (616) 384-8342. http://www.wmich.edu/aba Beck Institute for Cognitive Therapy. GSB Building, City Line and Belmont Avenues, Suite 700, Bala Cynwyd, Pennsylvania 19004-1610. (610) 664-3020. http://www.beckinstitute.org Cambridge Center for Behavioral Studies. 336 Baker Avenue, Concord, Massachusetts 01742-2107. (978) 369-2227. http://www.behavior.org

Cognitive-Behavioral Therapy Institute. 211 East 43rd Street, Suite 1500, New York, New York 10017.

(212) 490-3590. http://www.cbtinstitute.com

Sandra L. Friedrich, M.A.

Read more: Self-control strategies - children, causes, therapy, drug, examples, person, people, used, skills,

theory, Definition, Description, Aftercare, Risks, Normal results, Abnormal results

http://www.minddisorders.com/Py-Z/Self-control-strategies.html#ixzz0gtwmRlav

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Behavioral Institute for Children and Adolescents

Behavioral Institute for Children and Adolescents 1711 County Road B West, Suite 110S

Roseville, MN 55113 651-484-5510

www.behavioralinstitute.org Resources

Self-Control Training

Akin, T., Dunne, G. & Schilling, D. (2000). Helping kids make wise choices and reduce risky behavior: 50 ready-to-use lessons. Austin, TX: Pro-ed.

Berg, B. (2003). The self-control workbook: Exercises to control inattention, impulsivity, and hyperactivity. Los Angeles, CA: Creative Therapy Store.

Brier, N. (2010). Self-regulated learning: Practical interventions for struggling teens. Champaign, IL: Research Press.

Campbell-Whatley, G. D. (2004). Who I can be is up to me: Lessons in self-exploration and self-determination for students with disabilities in learning. [guide and student manual]. Champaign, IL: Research Press.

Caselman, T. (2009). Impulse control: Activities and worksheets for elementary school students. Chapin, SC: Youth Light Inc.

Chapin, B. & Penner, M. (2012). Helping young people learn self-regulation: lessons, activities & worksheets for teaching the essentials of responsible decision-making and self-control. Chapin, SC: Youth Light Inc.

Copeland, L. (2010). Hunter and his amazing remote control. Chapin, SC: Youth Light Inc. Haugen, J. (2003). It’s up to me: A self-monitoring behavior program. San Antonio, TX: PCI Educational

Publishing. Henley, M (2003). Teachings self-control(2nd ed.). Bloomington, IN: Solution Tree. Huggins, P., Manion, D. W. & Shakarian, L. (1998). Helping kids handle put-downs: Teaching assertion, use of

humor and self-encouragement. Longmont, CO: Sopris West Educational Services. Huggins, P. & Shakarian, L. (1999). Helping kids handle conflict. [primary] Longmont, CO: Sopris West

Educational Services. Karapetian Alvord, M., Zucker, B., & Johnson Grados, J. (2011). Resilience builder program for children and

adolescents: Enhancing social competence and self-regulation. Champaign, IL: Research Press. Knapczk, D. (2004). Teaching self-discipline for self-reliance and academic success. Verona, WI: IEP Resources. Kuypers, L. M. (2011). The zones of regulation ®

: A curriculum designed to foster self-regulation and emotional

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Longmont, CO: Sopris West Educational Services. Shapiro, L. E. (2008). Learning to listen, learning to care: A workbook to help kids learn self-control & empathy.

Oakland, CA: New Harbinger Publications Inc. Silverman, J. L. (2011). Imagine that: Imagery stories & activities to help young children improve their

behavioral self- control. Chapin, SC: Youth Light Inc. Southam-Gerow, M. A. (2013). Emotion regulation in children and adolescents: A practitioner’s guide. New, NY:

The Guilford Press. Tollison, P. K., Synatschk, K. O. & Logan, g. (2011). Self-regulation for kids k-12: Strategies for calming minds and

behavior. Austin, TX: Pro-ed. Wells, R. H. (1988). Gaining self-control personal power: Succeeding with self. Austin, TX: Pro-ed. Workman, E. A. & Katz, A. M. (1995). Teaching Behavioral Self-Control to Students (2nd ed.). Austin, TX: Pro-ed. Young, K. R., West, R. P., Smith, D. J. & Morgan, D. P. (1991). Teaching self-management strategies to

adolescents. Longmont, CO: Sopris West Educational Services.

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Behavioral Institute for Children and Adolescents

Executive Function Titles

Barkley, R. A. (2102). Executive functions: What they are, how they work and why they are involved. New York, NY: The Guilford Press.

Dawson, P. & Guare, R. (2009). Smart but scattered. New York, NY: The Guilford Press. Dawson, P. & Guare, R. (2010). Executive skills in children and adolescents: A practical guide to assessment and

intervention (2nd ed.). New York, NY: The Guilford Press. Dawson, P. & Guare, R. (2012). Coaching students with executive skills deficits. New York, NY: The Guilford

Press. Gold, M. (2003). Help for struggling students: Ready-to-use strategies and lessons to build attention, memory, and

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