Self Monitoring/Assessment
Self Monitoring/Assessment
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Using self monitoring...
Builds awareness
Offers opportunity for ownership
Creates understanding of the effect of behavior
Implementation
Implementation
Overview
Student will be given a daily opportunity to assess their own behavior as well as the adult supervising student.
This assessment is given at the end of the day and revolves around a set of criteria determined by the student and the instructor.
Criteria should include areas that the team determines as growth opportunities.
When student and adult assessment do not align a discussion must be had as to why there is not a disconnect.
Combine with check in check out procedure
Core Components
Must be designed to fill specific student needs not mass generated
Reflection on tracking must be offered daily
Conferencing with student and discussing next steps occurs at least Bi-Weekly.
The checklist and/or monitoring form focuses on clear things and has no more than 10 items.
Proactive Implementation
Proactively establishing a self monitoring assessment means providing the scheduled time and opportunity for a student, group, or class to practice monitoring specific skills they have selected over the course of a chosen time.
Responsive Implementation
Responsively implementing a self monitoring checklist or assessment typically stems from a need to build awareness. The student should be introduced to the assessment as a science experient. Looking to identify patterns and trends.
Bucket fits
Bucket fits
Connection
If the need is connection then the student would work through their findings with a trusted peer or adult and converse about what they discovered.
Skills Training
If the need is skill building then the student should be required or coached to placing specific things on their assessment that will allow for tracking of that skill.
Awareness
If the need is awareness then the student should be given time to complete the self monitoring checklist throughout the day and be combined with a secret signal for cuing the student to track if they do not realize they are demonstrating the behavior.
Emotional Regulation
If the need is regulation then the student may combine with completing a breathing exercise, break, or other strategy after they complete an interval of their self monitoring checklist.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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