Cognitive behavior management (CBM) focuses not only
on teaching a skill but teaching individuals to recognize when they
are performing the skill and reward themselves when they do. CBM is
based on belief in the interactive, reciprocal nature of cognition,
feelings and behavior or thinking, feeling and doing (Harris, 1982).
It teaches a process of self-regulation that takes time and effort
on the part of both teacher and individual.
CBM is different from traditional behavior management
programs in that the person responsible for monitoring progress and
reinforcing target
behaviors gradually shifts from the teacher or parent to the individual.
It is a useful tool for teaching individuals with autism spectrum
disorders (ASD) to more accurately understand social interactions.
Although research
is limited in the use of CBM with individuals with ASD, it appears
to be most appropriate for individuals who have verbal and cognitive
abilities that enable them to talk about what they are thinking and
feeling (Harris, 1982). However, with some adaptations, it can be
used with individuals of a variety of ages and cognitive levels. Besides,
it can be used at home, at school, in the community and the workplace.
CBM encompasses many unique behavioral approaches and can be used
to
teach a variety of skills. For the purposes of this module, we will
focus on its use for teaching social responses, behavior control,
work skills and relaxation.
