WHY IT WORKS
Self-monitoring is effective because it embeds prompts and cues for self-reflection into the intervention. It helps students increase their awareness of their negative behaviors and the consequences associated with them. Self-monitoring enhances self-regulatory behaviors by activating a student's prefrontal cortex - the area of the brain that helps us use higher-level critical thinking and helps to enhance independence and self-reliance. Finally, one of the greatest benefits of this intervention is that little teacher time is necessary in the creation and implementation.
APPROPRIATE CANDIDATES
Self-monitoring is appropriate for students with behavior excesses like blurting out or those who struggle to stay in their seat or students with behavior deficits like a lack of participation. It is also appropriate for students with externalizing behaviors like defiance or impulsivity concerns and internalizing behaviors like withdrawal or frequent somatic complaints. When considering eligibility for this intervention, it is important to select students whose negative behavior is exhibited on a regular basis.
STEPS TO IMPLEMENTATION
Identify appropriate behaviors to be exhibited. You are able to focus on more than one behavior. Be sure the behaviors are clearly defined and positively stated. Also consider linking behaviors to specific goals for the student.
Determine how frequently the student will self-monitor and record behaviors. Be sure to create a schedule that won't distract from learning and is a manageable amount of time based on the grade level or functioning level of the student.
Develop a self-monitoring chart and decide how the student will be prompted to self-monitor.
Develop a goal with the student and identify reinforces that will be earned when the goal is met.
Start implementing the self-monitoring intervention. Use discrete reminders to self-monitor and periodic honesty checks of students' recordings.