- Measurement: the student measures and records his/her own behavior
- Evaluation: compares that recorded behavior to a pre-determined standard
- Requires that the student be an active participant in the intervention
- Responsibility for measuring and evaluating his/her behavior
- Student must learn the teacher’s behavior expectation in order to self-evaluate
- Promotes independence, responsible behaviors, self-esteem
- Increases productivity and on-task behaviors
- Define target behavior(s) to self-monitor: The teacher should meet privately with the student to discuss the behavior(s) to be monitored. The teacher and the student write a clear, specific behavioral definition that provides observable ‘look-fors’ for the behaviors measured.
- Choose a method for recording self-monitoring data
- Rating scale: sliding scale self-evaluation
- Checklist: list of steps the student must complete
- Frequency count: running tally of the number of times the student displays a target behavior
- Choose a self-monitoring schedule
- Period of a day
- Whole day
- Start or end of assignment
- Fixed interval
- Decide on a monitoring cue: Cue for the student to begin to self-monitor.
- Timer
- Teacher delivered cue (ex. Teacher prompts students to fill out their self-monitor sheet before handing in their work)
- Student delivered cue: student is given responsibility to initiate
- Choose rewards for successful behavior change, match the reward with the identified or hypothesized function of behavior
- Conduct periodic accuracy checks: The teacher should check the student’s self-monitoring data to ensure that the student is recording accurately.
- Random spot checks tend to result in higher quality student self-recording.
- An increase in rewards can be given if student and teacher ratings match/are close to one another
- Fade the self-monitoring plan and/ or facilitation of adult
- As the student attains the behavioral goals, the self-monitoring procedures should be faded.
- Goals of the fading include:
- Streamline self-monitoring so that it becomes sustainable over time
- Maintain the student’s behavioral gains
- Streamline self-monitoring so that it becomes sustainable over time
- Students work together to reach the behavior expectation
- Students support and facilitate desirable behaviors
- Students evaluate behaviors and efforts as a team
- Students become accountable for the expectations
- Students facilitate each other to follow the expectations
- Opportunity to build relationships and community within the classroom
- Requires the students to believe in the behavioral rules and adopt them
- Students assist the teacher in reinforcing the message of the behavioral expectations
- Strategically break up students into even groups
- Identify class behavioral expectations
- Develop a grid
- Identify frequency of behavior evaluations
- Give students opportunity to talk about how they performed, barriers they faced and how they can overcome them next time
- Encourage ownership of behaviors versus blaming
- Provide feedback to each team on how they did and what they could do better next time
- Praise accurate self-reporting, not behavior, during behavior checks
pathways_academic_self_monitoring_checklists_full.pdf |
pathways_behavior_self-monitoring_checklist_full__1_.pdf |
point_sheet.pdf |
Menzies, H. M., Lane, K. L., & Lee, J. M. (n.d.). Georgia Department of Education. Retrieved from https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/PBIS/2016-17/PBIS%20in%20the%20Classroom%203/SelfMonitoring.pdf
Roemer, F. (n.d.). Behavior Advisor. Retrieved from http://www.behavioradvisor.com/SelfMonitoring.html