Sped/Art Review the Self-Advocacy Behavior

SpEd/Art Review The self-advocacy behavior management (SABM) model is a student-centered approach that gives students control and empowers them to identify problem areas and solutions. Behavior management is an important issue: according to a 2004 survey, seventy-seven percent of teachers believe effective teaching is negatively impacted by time spent handling discipline. In a 2006 survey, teachers cited classroom management as a main concern (Sebag, 2010, p. 22). SABM is not intended to be a single solution but an additional tool in a school's toolbox of diverse strategies. SABM requires a paradigm shift.

Conventional behavior management models are teacher-driven. SABM requires the student to assume this role; the student is in charge of the process from identifying the undesirable behavior to creating a strategy to deal with it, reflecting on the effectiveness of the strategy, and finally fine-tuning the strategy to enable further progress. The teacher serves as a facilitator, helping the student through the process. Sebag points out that self-determination has become a greater focus over the last twenty years in educating students with disabilities.

Students are taught skills that help them set goals and make decisions; they learn to be active participants in their educational process, which prepares them to be active participants in life beyond school. Self-advocacy is one component of self-determination, referring to students "gradually assuming greater say in and control of their individualized education program (IEP) and transition planning as well as speaking up for what they want and need" (Sebag, 2010, p. 23). SABM acknowledges that schools are required morally -- and legally -- to involve students in the decision-making process.

It gives students dignity by not only including them but actually putting them in charge. Self-advocacy education, such as SABM, sends a strong message to students that their input is valued. The self-advocacy approach has been shown to be effective with students regarding their Individualized Education Plans (IEPs). Hammer (2004, qtd. In Sebag, 2010, p. 24).

found that the self-advocacy strategy (SAS) was effective in promoting the ability of middle-school students to identify and reflect on strengths, needs, goals, and preferences; to create goals based on these considerations; and to self-advocate during the IEP meeting." 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 changes in Jane took time to manifest; the "turning.