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"self talk"

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Page 5: Self-Instruction

Another strategy associated with self-regulation is self-instruction, also referred to as self-talk or self-statements, in which students learn to talk themselves through a task or activity. Young children who talk themselves through the shoe-tying process or a medical student who mentally rehearses the procedural steps while engaged in an injury evaluation are using self-instruction, which uses language to self-regulate behavior. Self-instruction interventions involve the use of self-induced statements to direct or control behavior.

Robert Reid, PhD
Professor Emeritus
University of Nebraska, Lincoln
View Transcript
The Advantages of Self-Instruction

When using self-regulation, teachers may find it beneficial to incorporate components of self-instruction because it:

Utilizes teachers' time efficiently

Provides students with an element of control over their learning

Requires a minimal amount of time to maintain skills once they are developed

Self-instruction strategies are powerful, flexible, and potentially quite effective. The table below identifies some types of self-instruction. A student may use one of these or a combination. Click the icons below to hear a student using each type of self-instruction.

Karen Harris, PhD
Professor and Currey-Ingram Chair
of Special Education
Vanderbilt University, Nashville, TN

Differences in Self-Instruction
View Transcript View Transcript
Self-Instruction Steps

The ultimate goal of teaching self-instruction is for students to progress from the use of modeled, overt self-statements (i.e., talking aloud to oneself) to covert, internalized speech. Self-instruction can be taught using a simple four-step process. Click on each link to view detailed information about the individual steps in the table below.

Keep in Mind

Self-instruction alone is useless if the student cannot perform the designated academic or behavioral skill. Be sure that your students are capable of doing the tasks you are requesting.

To use self-instruction successfully, the student must understand why the self-statements are useful. Self-statements should be developmentally appropriate and meaningful to the student.

Activity

Using Self-Instructions

Use the knowledge you've gained from this page to answer the following questions.

One of your students is always the first one to complete assignments and turn in her tests. Although she is at or above grade level in all academic areas, she rarely gets more than 65% of her problems correct. You suspect that she is getting careless with her work. Which type of self-instructions would be appropriate for her and why?
Click here for one possibility.

One of your students refuses to continue reading when he comes across a difficult word. Which type of self-instruction would be appropriate for him and why?
Click here for one possibility.

As you pass out a quiz, you hear one of your students say, "I hate quizzes." What action could you take to resolve this?
Click here for one possibility.

You have been working on the use of positive self-instructions with one of your students. You have discussed, developed, and modeled the appropriate use of self-statements with her. After you have gone through this, she responds by rolling her eyes and saying, "Okay, I got it." What is your next step?
Click here for one possibility.

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Another strategy associated with self-regulation is self-instruction, also referred to as self-talk or self-statements, in which students learn to talk themselves through a task or activity. Young children who talk themselves through the shoe-tying process or a medical student who mentally rehearses the procedural steps while engaged in an injury evaluation are using self-instruction, which uses language to self-regulate behavior.

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Read the learning module

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| National Gateway to Self-Determination

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National Gateway to Self Determination National Office

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More Examples

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Examples

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Calls for continuous delivery of reinforcement to be gradually replaced by intermittent, unpredictable and more natural consequences of reinforcement.

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-teach numerous examples from a response class
-Conduct teaching in 3 different settings, 3 different sets of materials and 3 different teachers

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Pairing and fading reinforcers

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Events that immediately follow the response and increase the probability that the behavior will occur again.