Erin CernuskaAutistic and Emotional Support Teacher

Competent Learner Model CoachBellefonte Area School District

“Respect your efforts, respect yourself. Self-respect leads to self-discipline. When you have both firmly under your belt, that's real power.”

- Clint Eastwood

Describe self-monitoring Discover applications of self-monitoring Explore steps and tools for implementation Consider the effectiveness of self-

monitoring

Self-monitoring can be used in a variety of environments, but the majority of research has been conducted in educational and medical settings.

Educational applications:• on-task behavior• work completion• participation• response accuracy• reading/math fluency• pre-vocation skills• social interactions

Medical relevance: • blood sugar• weight loss/gain• sleep patterns• blood pressure

actively engages students in improving their behavior increases motivation and investment in learning empowers students to determine areas for

improvement provides a visual reminder for the target behavior promotes self-control and independence builds self-esteem and personal responsibility leads to student efficacy in a variety of settings requires minimal adult intervention provides multiple data points for evaluation

*** The student is part of this process from beginning to end. ***

Step 1 Select and clearly define a behavior to self-monitor.

Step 2 Determine the method, tools, and schedule to collect baseline data (rating scale, checklist, frequency, etc.).

Step 3 Obtain willing cooperation by developing a plan with the student(s) including reinforcement and consequences.

Step 4 Teach the procedures with feedback on accuracy of ratings

Step 5Monitor independent performance and fade prompting to extinction. Once goals are consistently met, the student(s) should be able to maintain the skill without a formal plan.

An excellent module to take you through the steps:

http://iris.peabody.vanderbilt.edu/module/sr/#content

Paper and pencil/stamps/stickers Timer Cell phone iPad/Tablet/Laptop devices KidTools - a free online program VibraLITE 3™ - a wristwatch, which can be

programmed to vibrate on a variable or fixed interval schedule.

The MotivAider® - a small pager-like device, which can be programmed to vibrate on a variable or fixed interval schedule.

Falkenberg, C., & Barbetta, P. (2013). The Effects of a Self-Monitoring Package on Homework Completion and Accuracy of Students with Disabilities in an Inclusive General Education Classroom. Journal Of Behavioral Education, 22(3), 190-210. doi:10.1007/s10864-013-9169-1

Davis, T. N., Dacus, S., Bankhead, J., Haupert, M., Fuentes, L., Zoch, T., & ... Lang, R. (2014). A Comparison of Self-Monitoring With and Without Reinforcement to Improve On-Task Classroom Behavior. Journal Of School Counseling, 12(12), 1-23.

Harris, K. R., Friedlander, B. D., & Saddler, B. (2005). Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance: Effects Among Students with ADHD in the General Education Classroom. Journal Of Special Education, 39(3), 145-156.

The IRIS Center for Training Enhancements. (2008). SOS: Helping students become independent learners. Retrieved on [month, day, year] from http://iris.peabody.vanderbilt.edu/module/sr/