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students control impulsive behavior and helping students manage academic and 36 social behaviors (Meichenbaum, 1972; Manning, 1991; Prater, 1994). Figure 10.2
(appears at the end of the chapter) contains some sample self-instruction
statements for a variety of academic and behavioral self-management purposes.
Self-instruction approaches like any strategy needs to be taught to your
students. Although there are different approaches for teaching self-instruction
routines, in general, you should model the self-instruction routine, allow students
to practice these routines with feedback, and then provide cues as they try to
apply them on their own (Manning, 1991). Here is how Sam Waterson uses a selfinstruction cue in his sixth grade classroom.
• “I have a chart up in my room with the steps we follow when solving
any problem. When we discuss a problem, I point to the steps and we
work through them. Eventually, students don’t need me to guide
them.” Coping skills approaches. Coping skills approaches attempt to teach
students ways of coping with stressful or anger producing situations. In these
approaches, students are typically taught to use positive self-statements, (e. g. “I
can handle this.”) or calming visual images, while they employ some type of
relaxation technique (e.g. “Take three deep breathes a...
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- Spring '08