Self Monitoring
and
Self Correction
Self Monitoring
The ability of a student to self-monitor his or
her performance is a natural step toward
becoming independent, which can only
happen when students take responsibility for
their own behavior and essentially become
“agents of change” (Hanson, 1996; Porter,
2002; Rutherford, Quinn, & Mathur, 1996).
Academic Self Monitoring
Students can also be taught to ask themselves
questions about their academic learning and
performance, such as asking, “How many math
problems have I completed in the last 10
minutes? How many are correct?” (Carr &
Punzo, 1993).
~See Math Self-Correction Checklist Example
Self-Monitoring
1. Data is used to determine common skill deficits of
students
2. Monitoring form is created
3. Students are taught process for self-monitoring and
target skill(s) are reviewed.
What Does 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)
• 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)
• Contributes to the acquisition of self-regulation which is the
crossover skill between academics and behavior (Wery & Nietfeld,
2010)
Self-Monitoring
falls under the
broader category of
Self-Management.
Some Types of Self-Monitoring
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A journal
A monthly, weekly, or daily calendar or day planner
Work Plans and Project Outlines
Time management diaries
“To Do” lists
Daily charts of time spent or work produced
Cumulative graphs of time spent or work produced
Graphing success
Student-led data chat with teacher and parents