Self-Monitoring

Deb Childs, Ph.D.

Tier 2 Consultant
childsde@missouri.edu
 Session Overview
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)

Self- Self-Evaluation Interventions

Management Student assesses behavior against a set standard
Strategies

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 self-
regulation which is the crossover skill between
academics and behavior (Wery & Nietfeld,
2010)
 Steps for Implementing
Self-Monitoring
1. Identify target behavior
2. Define the target behavior
3. Collect baseline data
4. Design procedure and materials
5. Teach student to self monitor
6. Monitor progress
7. 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 students 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 self-
monitor.
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
Student Name ______________________ Date ________________

Tasks Tasks Tasks Tasks Tasks

Completed Ck Completed Ck Completed Ck Completed Ck Completed Ck
Monday Tuesday Wed Thursday Friday
Reading Out of Out of
Out of Out of Out of
Math Out of Out of
Out of Out of Out of
Social Out of Out of
Out of Out of Out of
Studies
Science Out of Out of
Out of Out of Out of

Total for the day ____/_____ Goal ___________________

Parent/Guardian Signature ___________________________

Im proud of you today because __________________________________________

 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 2 = 2 reminders 1 = 3+ reminders

Be Safe Be Respectful Be
Keep hands & feet Teacher Follow directions Teacher Responsible Teacher
to self check Check Use materials Check
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 2 1 3 2 1 3 2 1
Afternoon Break
to Dismissal
3 2 1 3 2 1 3 2 1

Total for the day _________________/36

Parent/Guardian Signature ___________________________

Im proud of you today because __________________________________________

 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 self-
monitor?
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 2 1 3 2 1 3 2 1 3 2 1 3 2 1
Period 2 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
Period 3 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
Period 4 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
Period 5 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
Period 6 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
 Self-Monitoring as a Tier 2
Intervention
4. Students are taught process for self-
monitoring 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
Dont 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 self-
monitoring 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 Be Respectful Be Responsible
Keep hands & feet to Teacher Follow directions Teacher Use materials Teacher
self check Check appropriately Check

8:30 to Morning 3 2 1 3 2 1 3 2 1
Break

Morning Break to 3 2 1 3 2 1 3 2 1
Lunch

Lunch to Afternoon 3 2 1 3 2 1 3 2 1
Break

Afternoon Break to 3 2 1 3 2 1 3 2 1
Dismissal
 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 Tuesday Teacher Wednesday Teacher Thursday Teacher Friday Teacher
check check check check check

Use nice words 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

Share 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

Take Turns 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

Ask to use others 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

things
Stay calm if you 3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
disagree

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
Teacher & student rate students 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 teachers 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
 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