Self-Monitoring
Deb Childs, Ph.D.
Tier 2 Consultant
childsde@missouri.edu
Session Overview
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What is self-monitoring?
What does the research tell us?
Steps for implementing self-monitoring
Self-monitoring as a classroom support
Self-monitoring as a Tier 2 intervention
Self-monitoring as a fading procedure for a
Tier 2 intervention
Self-Monitoring Interventions
Student self-observes and self-records target behavior
Goal Setting Interventions
Student creates behavior targets (goals)
SelfManagement
Strategies
Self-Evaluation Interventions
Student assesses behavior against a set standard
Self-Instruction Interventions
Student uses self-statements to direct behavior
Strategy Instruction Interventions
Student follows a series of steps to complete a task
autonomously
What is Self-Monitoring?
A process of self-observation and
recording of a skill.
• Student must be able to discriminate the
occurrence of the behavior
• Student must have the skill in their repertoire
What does the
Research Tell Us?
• Effective for ALL students K-adult (Jolivette &
Ramsey, 2006)
• Is effective as a classroom system of behavior
management (Carr & Punzo, 1993)
• May be used with academic and behavior
skills (Shapiro & Cole, 1994)
What does the Research Tell Us?
• Is less invasive than teacher managed
strategies (Fantuzzo, Polite, Cook, & Quinn,
1988)
• May be more effective than teacher managed
strategies for some students (Shapiro, DuPaul
& Bradley-Klug, 1998)
What does the Research Tell Us?
• Contributes to the acquisition of selfregulation which is the crossover skill between
academics and behavior (Wery & Nietfeld,
2010)
Steps for Implementing
Self-Monitoring
1.
2.
3.
4.
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6.
7.
Identify target behavior
Define the target behavior
Collect baseline data
Design procedure and materials
Teach student to self monitor
Monitor progress
Follow up and fade
Self-monitoring as a
Classroom Intervention
• Discuss goal setting with class
• Each student chooses a skill or behavior to
improve (may need coaching from teacher)
• Skill is defined and written in positive terms
• Collect and chart baseline if available
• Set goals
• Determine when and where skill will be
monitored and chart to be used to keep data
• Teach how to self-monitor (check for agreement)
• Follow up
1. Identify Target Behavior
• State in positive terms
– What do you want the student to do?
• Consider where and when the behavior occurs
– This will help determine the location or type of
activity to monitor
Activity
• Think about a skill or activity you would like to
improve
• Write it on a piece of paper
• If you feel comfortable, share it with an elbow
partner
2. Define the Target Behavior
• Use the OMPUA guidelines to help you
– Observable, measureable, positively stated,
understandable, always applicable
• The skill must be in the student’s repertoire
– Self-monitoring is used for performance deficits
not acquisition deficits.
• Include any steps associated with the skill
Examples of defined target behavior
• Respect others = Use good words, keep hands
and feet to self, ask to use others’ belongings
• Be responsible = Go to class on time, bring
needed items, put your things away when
done
• Follow directions = Listen to what you are
being asked to do, ask questions if you need
to, begin the task
Examples of defined academic skills
• Be able to recite/write times tables 1 – 10 by
Jan. 15th
• Read 5 books a week at the 3.0 level or above
and complete comprehension questions at
80% or above.
• Complete all homework to 80% criteria
Activity
• Write your target behavior using OMPUA
guidelines
• List any steps associated with your target
• If you feel comfortable, share it with an elbow
partner
3. Collect Baseline Data
How often does the target behavior occur:
• Frequency counts – record each time behavior
occurs or look at permanent products
• Time sampling – observing the occurrence or
non-occurrence of the target behavior during a
fixed amount of time
• 3-5 data points
• Graph analysis for visual evaluation.
Baseline warnings
• Look for the easiest and least time consuming
way to determine approximate frequency of
behavior.
• Do not have student collect their own baseline
• If you or a peer collect baseline, target student
should not be aware it is being collected.
• Do you have past records associated with your
skill that allows you to collect baseline?
4. Design Procedure and Materials
• Determine when the students will selfmonitor.
– How will students be cued to do so?
• Create self-monitoring chart.
– Should be age appropriate
– List the target behavior and any steps needed to
complete the skill
– Have an area to write goal
Self monitoring chart samples
Self-Monitoring
Daily Progress Report
Date ________________
Student Name ______________________
Tasks
Completed
Monday
Reading
Math
Social
Studies
Science
Ck
Tasks
Completed
Tuesday
Ck
Tasks
Completed Ck
Wed
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Total for the day ____/_____
Tasks
Completed
Thursday
Ck
Tasks
Completed
Friday
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Out of
Goal ___________________
Parent/Guardian Signature ___________________________
I’m proud of you today because __________________________________________
Ck
Writing Assignment Checklist
Place a check next to the items completed.
Name______________________ Class____________ Date__________
All sentences begin with a capital letter.
All sentences have correct punctuation at the end.
All sentences have a subject and a verb (are complete sentences)
The first word of the paragraph is indented
The paragraph has a topic sentence
All sentences in the paragraph are on the same topic
I followed instructions for the assignment
I completed all parts of the assignment
The goal for this writing assignment is_________
Tier 2/Self-Monitoring
Daily Progress Report
Student Name ______________________
Date ________________
3 = 0-1 reminder
Be Safe
2 = 2 reminders
1 = 3+ reminders
Be Respectful
Keep hands & feet Teacher Follow directions Teacher
Check
to self
check
8:30 to Morning
Break
Morning Break to
Lunch
Lunch to
Afternoon Break
Afternoon Break
to Dismissal
Be
Responsible
Use materials
appropriately
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
Total for the day _________________/36
Parent/Guardian Signature ___________________________
I’m proud of you today because __________________________________________
Teacher
Check
Activity
• How often will you monitor your skill?
• Design a simple chart you would use to
monitor. Make sure it lists needed steps.
• Determine a goal
• Share with an elbow partner
5. Teach Students to Self-Monitor
• Discuss with individual students their target
skill or have students discuss in pairs
• Allow students to set goals – refer back to first
lesson on goal setting
• Create cueing system if needed
• Allow time at the end of the designated
period for completing chart and graphing
results
Deb Childs
Activity
• What will you use to remind yourself to selfmonitor?
– Phone alarm?
– Friend?
– Spouse?
– Sticky note on mirror?
Deb Childs
6. Monitor Progress
• Positive feedback given for student accurately
assessing and recording until teacher and
student agree at least 80% of the time
– May use peers to check accuracy
• Teacher/peer check of accuracy is faded to
periodic checks (1/5 average)
• Adult provides specific verbal feedback when
target skill is displayed.
Activity
• How often will you review your progress?
Deb Childs
7. Follow up and Fade
• Reteach or review skills as needed
• Review progress and celebrate success
– Having student graph progress allows for quick visual
evaluation and may increase student rate of
improvement (Harris, Graham, Reid, McElroy, &
Hamby, 1994)
• When student is consistently using skill and
attaining goal, reduce the times per week that
student monitors
• Periodically check for maintenance
Activity
• What reinforcement or rewards will you give
yourself for attaining goal?
Deb Childs
Self-monitoring as a Class-wide
Intervention
• Same steps
• Target skill is the same for all students
• Each student contributes to attaining goal
Deb Childs
1. Identify Target Behavior
• If applied to the whole class, how would you
determine target?
– Records of minor discipline problems
– Informal observations
– Student suggestion box or class meetings
– Goals of curriculum
Deb Childs
2. Define the Target Skill
• Discuss with the entire class the importance of
the skill
• Examples and Non-examples
Deb Childs
3. Collect Baseline
• Have baseline on target skill collected and
graphed
• Share with class current level of skill
Deb Childs
4. Design Procedures and Materials
• Create chart or graph
• Determine time frame for data to be collected
• Determine which students will be in charge of
charting or graphing skill
• Determine cueing system or when students
will complete chart
• Set goal
Deb Childs
5. Teach Students to Self-monitor
• Check chosen students’ accuracy of
completing chart
• Reinforce for accuracy even if students did not
meet goal
• Fade checks as soon as students are
consistently accurate
Deb Childs
6. Monitor Progress
• Check chart regularly for reinforcement and
goal adjusting
• Reteach as needed
Deb Childs
7. Follow-up and Fade
• When goal is met for 4 consecutive weeks
begin fading frequency of checks
• When goal is met for 4 consecutive weeks
consider changing to a new behavior
Deb Childs
Class-wide Example
7th grade class was consistently late to class:
1. Gathered baseline (67% on time)
2. Defined “on time” and discussed importance
of skill and barriers to attaining.
3. Assigned 2 students to monitor class progress
and set goal of 80% average for the week
4. Reinforced when goal attained and goal was
increased until class was consistently at 99%
Self-Monitoring as a Tier 2 Intervention
1. Data is used to determine common skill
deficits of students needing Tier 2
interventions.
2. Skill is defined and any steps are listed
3. Procedures and materials are designed
– Monitoring form is created targeting replacement
behavior (taken from matrix)
– Time frame and cueing procedures determined
Activity
• Discuss with those at your table:
– Most common problem behavior according to
your most recent Big 5 Report.
– What is the replacement behavior taught?
– Can you name students in your building that
display the problem behavior regularly?
– Where is the behavior usually occurring?
Monitoring Form Example
Name__________________
Goal______________________________________________
Respect others by:
1. Using kind words
2. Keep hands and feet to self
3. Ask to use their things
3 – I followed all steps with 0 or 1 reminder, 2- I followed all steps with 2 reminders, 1 – I needed multiple reminders or did not demonstrat
Monday
Tuesday
Wednesday
Thursday
Friday
Period 1
3
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Period 2
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3 2 1
3 2 1
3 2 1
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3 2 1
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Period 3
Period 4
Period 5
Period 6
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1
Self-Monitoring as a Tier 2
Intervention
4. Students are taught process for selfmonitoring and target skill(s) are reviewed.
 Could be done as a group review
 Skill should have been taught as part of matrix
5. Staff is taught to check and reinforce initial
accuracy of student self-monitoring.
What is your process for informing and training
staff concerning tier 2 interventions?
Discussion Activity
• Who in your building would be available to
train a group of students? (about 30 min)
• Who would train staff on how to check
student accuracy and how to fade those
checks?
Self-Monitoring as a Tier 2
Intervention
6. Student progress is reviewed and feedback given
on a regular basis
– Students graph results
– Goal should be set and increased as appropriate
– Reinforcement for goal attainment by an adult if
attention maintained or student is taught to self
reinforce.
7. Intervention is faded once final goal is attained
– Don’t forget to celebrate
Celebrate
Decision Making Activity
• Who would be responsible for collecting
student data?
• Who would be responsible for reinforcing
students for attaining goal?
• How long would a student self-monitor and
attain target goal before the intervention
would be faded?
Tier 2 Intervention Example
1. Data indicate students at risk are having
problems with following directions and staying
on task
2. Behaviors defined:
– Following directions = Listen to the direction, ask
questions if needed, do what is asked
– Staying on task = Look at teacher if instructing, stay
in area, do your work
3. Collect baseline – teacher completes self
monitoring chart for 1 week
Tier 2 sample chart
Tier 2 Intervention Example
4. Location, time, and cueing procedure
determined
5. Student is trained in self-monitoring and
skills reviewed
6. Teacher checks accuracy of student selfmonitoring until 80% and then slowly fades
support. Data is collected
7. Teacher periodically checks accuracy and
intervention is faded.
Self-monitoring as a Modification of
CICO
• Student checks in at beginning of day and
receives CICO monitoring form with school
expectations
• Student completes rating of behavior at the end
of each period with teacher checking until they
agree 80% of the time
• Student completes rating of behavior at the end
of each period with teacher fading checks until
random and around 1/5.
• Student checks out at end of day
Self-monitoring as a modification of
CICO
• Student is reinforced for attaining goal
according to function of behavior
• This modification is not designed for attention
seeking students
Self-monitoring as a modification of
CICO
Be Safe
Keep hands & feet to
self
Be Respectful
Teacher
check
Follow directions
Be Responsible
Teacher
Check
Use materials
appropriately
8:30 to Morning
Break
3
2
1
3
2
1
3
2
1
Morning Break to
Lunch
3
2
1
3
2
1
3
2
1
Lunch to Afternoon
Break
3
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1
3
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Afternoon Break to
Dismissal
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1
3
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1
3
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1
Teacher
Check
Self-monitoring to Generalize Small
Group Social Skills
• Students are taught social skills as part of
small group social skills (SGSS)
• Skills completed are listed (with steps) on
monitoring form
• Student completes form with teacher checks
• Teacher fades checks until average 1/5
• Monitoring form is turned in to SGSS
instructor for reinforcement
Self-monitoring Social Skills
Targeted Skills
Monday
Teacher
check
Tuesday
Teacher
check
Wednesday
Teacher
check
Thursday
Teacher
check
Friday
Teacher
check
Use nice words
3
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1
3
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1
3
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3
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Share
3
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Take Turns
3
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Ask to use other’s
things
3
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Stay calm if you
disagree
3
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3
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1
Total Daily Points
Total Possible
Daily
Self-Monitoring as a Fading Procedure
1. Used when student has attained final goal on a Tier
2 intervention for a minimum of 4 weeks
2. Use same form as used for daily progress (DPR) but
ask student to complete with teacher checking for
accuracy
3. Once student is accurately monitoring at least 80%
of the time slowly reduce the frequency of teacher
checks.
4. Continue progress monitoring and adjust support as
needed.
Fading Example
• Check in Check out – Instead of teacher
completing DPR at designated times, student
is asked to complete and teacher indicates
agreement.
– Teacher feedback is slowly faded until student is
independently completing DPR
– Data is kept based on student completion of DPR
– Teacher periodically checks accuracy
Fading Example
First Phase = Student Learns to Self-Assess
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Teacher & student rate student’s behavior simultaneously
Compare ratings at end of each class period
Success = match in ratings (even if low rating)
If discrepancy in score, discuss
Teacher rating assumed accurate
Provide reinforcer for accuracy & honesty (SW ticket)
*Goal is for student rating to get closer to teacher rating until student is
reliable and accurate in rating own behavior (80-85% agreement between
teacher & student)
Fading Example
Second Phase = Teacher Rating Removed
• Begins once student demonstrates consistency
in accurately rating own behavior
• Gradually remove teacher rating component
– Week 1 = teacher rates 4 out of 5 days
– Week 2 = teacher rates 3 out of 5 days
*On days when teacher does not rate, student ratings are used for
data collection and progress monitoring
Fading Example
• Check-in/Check-out continues throughout self
monitoring process
– Teacher DPR ratings are used on teacher rating days
– Student DPR ratings are used on student rating days
• Coordinator collects, enters and analyzes data
• Data collection is critical!
• If behavior deteriorates, it may be too early to
remove student
Fade Out of CICO
Westview Elementary School
Excelsior Springs School District
Phase 1:
Teacher and student score together
Compare ratings at the end of each class period
match=success,
discrepancy=discussion and teacher’s rating assumed accurate
Provide reinforcement for accuracy and honesty
Check after 2 weeks
Success to move to Phase 2
2 weeks of 80-85% agreement
and
Student data is at or above goal line
Phase 2: Teacher fades, student begins self-monitoring
Week 1-Teacher rates 4 out of 5 days
Week 2-Teacher rates 3 out of 5 days
Week 3-Teacher rates 2 out of 5 days
Week 4- Teacher rates 1 out of 5 days
Week 5- Teacher rates 0 out of 5 days
Success to move to Phase 3
Student data stays at or above goal line
Phase 3: Graduation
Weekly alumni check-out
Westview Elementary and Winfield Primary Fading Examples
Self-Monitoring
• May be used in your classroom with each
student working on an individual skill
• May be used class-wide – all students working
on the same skill
• As a Tier 2 Intervention
• As a modification to CICO
• To help generalize Social Skills
• As a fading procedure for a Tier 2 Intervention
Deb Childs
Contact Information
Deb Childs Ph.D. Tier 2/3 Consultant
SWPBS
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References
Jolivette, K., & Ramsey, M. (2006). Students with emotional and behavioral disorders
can manage their own behavior. Teaching Exceptional Children, 39(2), 14-21.
Carr, S., & Punzo, R., (1993). The effects of self-monitoring of academic accuracy and
productivity n the performance of students with behavioral disorder. Behavioral
Disorders, 18(4), 241-250.
Shapiro, E., & Cole, C. L., (1994). Behavior change in the Classroom. New York, NY:
Guilford Press.
Fantuzzo, J.W., Polite, K., Cook, D. M., & Quinn, G. (1988). An evaluation of the
effectiveness of teacher- vs. student-managed interventions with elementary school
students. Psychology in the Schools, 25, 154-163.
Shapiro, E., DuPaul, G., & Bradley-Klug, K., (1998). Self-management as a strategy to
improve the classroom behavior of adolescents with ADHD. Journal of Learning
disabilities, 31(6), 545-556
Wery, J., & Nietfeld,J. (2010). Supporting self-regulated learning with exceptional
children. Teaching Exceptional Children 42(4), 70-78.
Rafferty, L. (2010) Step-by-step: Teaching students to self-monitor. Teaching
Exceptional Children, 41(2), 50-58
Harrris, K. R., Graham, S., Reid, R., McElroy, K., & Hamby, R. S. (1994). Self-monitoring
of attention versus self-monitoring of performance: Replication and cross-task
comparison studies. Learning Disability Quarterly, 17, 121-139.
Deb Childs