Who Can Benefit from CBM?

CBM requires that the individual is actively involved in the process. Therefore, to be successful, the student’s developmental level should be considered before implementing a CBM program. Harris (1982) provides valuable information to consider when developing a CBM program.

Awareness of one’s own behavior, how it affects others and the ability to think about and plan one’s behavior is dependent on one’s developmental level. For individuals at an early stage of development (1-2 year level) a traditional behavior modification program where others reinforce behaviors might be most appropriate. At the next stage (3-4 year level), a CBM program focusing on teaching the child to initiate the desired behavior could be introduced. A program directed at teaching the individual to initiate, direct and inhibit behaviors would not be appropriate until the individual is able to use private speech (4-5 year level). This is because of the focus on the relationship between and integration of thinking, feeling and doing.

CBM really addresses teaching a system for learning. It may be particularly helpful for individuals who have “learned helplessness” or a tendency to do little for themselves. Individuals who have difficulty initiating or knowing when to use a given behavior may benefit from CBM. Once students have some ability to use the process for initiating and directing behaviors, CBM can become a process for learning to inhibit behaviors and for problem solving. Teachers and parents may want to use CBM strategies to teach students with ASD a variety of skills. Students with high motivation, persistence, and responsibility require significantly less structure when learning these strategies.

What Skills Can Be Taught Using CBM?

A review of the literature indicates that CBM has been used successfully to teach social and play skills and to reduce disruptive behavior in students with autism (Koegel, Harrower, & Koegel, 1999). Further, CBM strategies have been useful in teaching children with developmental disabilities to manage their own behavior in full inclusion classrooms.

Finally, cognitive behavior management has been effective in changing the way a person thinks about and responds to feelings such as anxiety, sadness and anger. Such change in thinking can lead to modified responses on the part of the person with ASD.