Using Self-Instruction Training & Some Helpful Hints

Step 1: Teacher (T.) models and talks out loud while student (S.) watches and listens.

1. T. imitates S. doing work and starting to get upset; T. says out loud, “My muscles are getting tense and my face feels hot.  I must be starting to get upset.  What am I supposed to do when I get upset about my work?”  T. pauses as if thinking.
2. T. says out loud, “I know.  First, I’m supposed to take a few deep breaths.”
3. T. models diaphragmatic breathing with her hand on her abdomen.
4. T. says out loud, “That feels better.  What should I do next?” T. pauses, as if thinking.
T. says out loud, “I know.  I’ll raise my hand and ask for help.”
5. T. models proper hand-raising and waiting-for-attention behavior.
6. T. says out loud, “Good!  I kept control over my behavior.  I can do it!”

Step 2: S. performs task while teacher gives him instructions out loud.

1. S. role-plays self doing work and starting to get upset; T. says out loud, “My muscles are getting tense and my face feels hot.  I must be starting to get upset.  What am I supposed to do when I get upset about my work?”  S. pauses, as if thinking.
2. T. says out loud, “I know.  First, I’m supposed to take a few deep breaths.”
3. S. does diaphragmatic breathing with his hand on his abdomen.
4. T. says out loud, “That feels better.  What should I do next?” T. pauses, as if thinking.
5. T. says out loud, “I know.  I’ll raise my hand and ask for help.”
6. S. models proper hand-raising and waiting-for-attention behavior.
7. T. says out loud, “Good!  I kept control over my behavior.  I can do it!”

Step 3: S. performs task while he repeats steps out loud.

1. S. role-plays self doing work and starting to get upset; S. says out loud, “My muscles are getting tense and my face feels hot.  I must be starting to get upset.  What am I supposed to do when I get upset about my work?”  S. thinks.
2. S. says out loud, “I know.  First, I’m supposed to take a few deep breaths.”
3. S. does diaphragmatic breathing with his hand on his abdomen.
4. S. says out loud, “That feels better.  What should I do next?” S. pauses as if thinking.
5. S. says out loud, “I know.  I’ll raise my hand and ask for help.”
6. S. models proper hand-raising and waiting-for-attention behavior.
7. S. says out loud, “Good!  I kept control over my behavior.  I can do it!”

Step 4: S. performs task while he whispers steps.

1. S. role-plays self doing work and starting to get upset; S. whispers, “My muscles are getting tense and my face feels hot.  I must be starting to get upset.  What am I supposed to do when I get upset about my work?”  S. thinks.
2. S. whispers, “I know.  First, I’m supposed to take a few deep breaths.”
3. S. does diaphragmatic breathing with his hand on his abdomen.
4. S. whispers, “That feels better.  What should I do next?” S. pauses, as if thinking.
5. S. whispers, “I know.  I’ll raise my hand and ask for help.”
6. S. models proper hand-raising and waiting-for-attention behavior.
7. S. whispers, “Good!  I kept control over my behavior.  I can do it!”

Step 5: S. performs task while he thinks the steps.

1. S. role plays self doing work and starting to get upset; S. says to himself, “My muscles are getting tense and my face feels hot.  I must be starting to get upset.  What am I supposed to do when I get upset about my work?”  S. thinks.
2. S. says to himself, “I know.  First, I’m supposed to take a few deep breaths.”
3. S. does diaphragmatic breathing with his hand on his abdomen.
4. S. says to himself, “That feels better.  What should I do next?” S. pauses to think
5. S. says to himself, “I know.  I’ll raise my hand and ask for help.”
6. S. models proper hand-raising and waiting-for-attention behavior.
7. S. says to himself, “Good!  I kept control over my behavior.  I can do it!”

Helpful Hints:

1. Whenever possible, use peer teaching by having children cognitively model while performing for another child.
2. Facilitate remembering in your students by hav­ing them move through the program at their own rate, building up the number of self-statements little by little. You can also use written cues or prompts, such as the first few words of a state­ment on a card at the student’s desk.
3. Students should not simply repeat the self-statement in a rote, mechanical fashion, but should rehearse meaningful self-talk through paraphrasing. Whenever possible, have them speak the self-statement you have given them in their own words or have them generate the self-statements.
4. In the beginning, when you are first introducing a student to SIT, use it to modify simple psycho­motor or academic behaviors such as learning long division or putting a puzzle together. Do not use it to change behaviors associated with intense emotional states (e.g., anger or anxiety). After students have had a successful experience with SIT, use it to modify behaviors in the affec­tive domain.
5. At the beginning of each SIT session, ask the stu­dents to recall their self-instructions. Students who cannot should practice their statements while you work with those who can remember. Let your students use scripts and/or tapes, but don’t let students become dependent upon them. Eventually, they must memorize their self-talk.
6. Encourage your students to use their self-statements outside of the classroom (for home­work). Ask them to remember one instance of when they used self-talk and to describe it at the beginning of the next lesson.