Aself-management strategy related to the positive reinforcement function has the goal of developing behavior that is under the control of verbal statements made by the student. this strategy typically involves the adult asking (and initially prompting) the student to identify the appropriate behavior that she or he will do during a specified period of time, and the student later reporting whether he or she engaged in the appropriate behavior. reinforcement is delivered when there is a match between what the student "says" and "does." this strategy may best be described as:

use correspondence training

Explanation: According to research, correspondence training enhances self

- management skills in young children and adolescents. Correspondence training creates a link between non - vocal and vocal behaviour.

The individual is socially reinforced to saying they will do an activity and then actually doing it, or for doing an activity and then vocally saying what they did afterwards. There are 3 approaches between what the student "says" and "does" that can be taken:

Say - do approach: the individual is asked to say what they are going to do, and then reinforcement is given to the individual to follow through by actually doing that thing.

Do - say approach: the individual does something, and then reinforcement is provided to correctly report on what was done.

Say - do - report approach: the individual is asked to say what the activity is that they are going to do, allow the individual to follow through on what they said they are going to do, and then providing reinforcement between vocal and non-vocal behaviour. This demonstrates the highest point of observed support that can be given.