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 Scale
James 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 far

below 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 ones 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 individuals 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 doesnt win the game.
You have to follow the rules of the game.
Once you have a goal, its yours. It cant 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 goalsnot 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 students disposition upon arrival in class.

12. staff plan appropriate responses to students 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
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 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

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.

COPING AND ERROR-CORRECTING OPTION

Thats 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
1711 County Road B West, Suite 110S
Roseville, MN 55113
651-484-5510
www.behavioralinstitute.org
Resources

Self-Control Training

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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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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
organizational skills. San Francisco, CA: Jossey-Bass.
Guare, R., Dawson, P. & Guare, C. (2013). Smart but scattered teens. New York, NY: The Guilford Press.
Hansen, S. A. (2013). Executive functioning workbook for teens: Help for unprepared, late & scattered teens.
Oakland, CA. New Harbinger Publications, Inc.
Kauffman, C. (2010). Executive function in the classroom: Practical strategies for improving performance and
enhancing skills for all students. Baltimore, MD: Paul H. Brookes Publishing Company.
Meltzer, L. (2007). Executive function in education: From theory to practice. New York, NY: The Guilford Press.
Meltzer, L. (2010). Promoting executive function in the classroom. New York, NY: The Guilford Press.

Problem Solving & Goal Setting

Adler, M. S. (2007). Essential proteen: A life skills program for helping teens succeed. [Facilitators Manual and
student journal]. Champaign, IL: Research Press.
Bachel, B. K. (2001). What do you really want? A guide for teens, how to set a goal and go for it. Minneapolis, MN:
Free Spirit Publishing.
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 [program guide and student manual]. Champaign, IL: Research Press.
DeGaetano, J. G. (1996). Problem solving activities. Wrightsville Beach, NC: Great Ideas for Teaching.
Dryden, W., DiGiuseppe, R. & Neenan, M. (2010). A primer on rational emotive behavior therapy (3rd ed.).
Champaign, IL: Research Press.
Feigh, A. (2008). On those runaway days. Minneapolis, MN: Free Spirit Publishing.
Green, R. (2008). Lost at school: Why our kids with behavioral challenges are falling through the cracks and how we
can help them. New York, NY: Scribner.
Green, R. (2006). Treating explosive kids: The collaborative problem-solving approach. New York, NY: Guilford
Press.
Green, R. (2005). The explosive child, revised. New York, NY: Harper.
Gustafson, M. & Owen, M. (1990). Talking it out: A guided-question approach to problem solving. Austin, TX: Pro-
ed.
Lavin, P. & Lavin, K. (2005). Coping for kids: A coping skills program for elementary school children. Minneapolis,
MN: Educational Media Corporation.
Ragona, S. & Tranel, A. (2006). Please stop, I dont like that!: 6 magic words to be respectfully assertive. Chapin,
SC: Youth Light Inc.
Shure, M. B. (1992). I Can Problem Solve [Preschool, Kgtn-Primary, Intermediate Elementary]. Champaign, IL:
Research Press.
Wells, R. H. (1986). Developing Appropriate classroom skills-personal power: Succeeding in school. Austin, TX:
Pro-ed.

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