" SABM uses a five-step process, designed and managed by the student with guidance from the teacher-facilitator. In step one, the student self-monitors behavior to identify problem areas. SABM uses a daily form, making it easy for students to track behavior and providing a visual record of happened through the course of each day. The student and teacher conference in step two and together complete the third step, which includes student reflection and development of goals and strategies. The fourth step is the follow-up conference, which takes place for each goal and strategy identified. In the fifth and final step, adjustments are made if the strategy does not work to meet the goal.

Sebag shares anecdotal evidence of the SABM model's success with a student identified as Jane. Jane, a student with a learning disability, ultimately showed improved behavior as well as academic gains. Sebag notes that...

From there, however, the change was dramatic: "In a matter of 6 weeks, Jane progressed from a highly disruptive and failing student to a highly dedicated and valuable student who was a role model for the entire class" (Sebag, 2010, p. 28).
Six weeks, with respect to a student's school year, is a short period of time. Jane's success is remarkable. It would be irresponsible to generalize Sebag's experience with Jane to all students with disabilities and yet this success story illustrates what is possible with a new approach. Educators who are frustrated with challenging student behavior are encouraged to try SABM. Giving students a voice can be a big part of effecting positive change.

Reference

Sebag, R. (2010). Behavior management through self-advocacy: A strategy for secondary students with…