• Skip to primary navigation
  • Skip to main content
  • Skip to footer

New Resource Spotlight

What’s New?

Find up-to-date information and resources for supporting students with disabilities.

  • Facebook
  • Email
  • Phone

T-TAC ODU

Linking People and Resources

  • Home
  • About
  • Services
    • Library
    • Publications
    • Newsletter
    • Assistance Request
  • Focus Areas
    • Administration
    • Assistive Technology
    • Autism
    • Behavior
    • Early Childhood
    • Intellectual Disabilities
    • Math
    • Reading
  • Events
  • Resource Hub

Published December 2010 Filed in Behaviorcategory

Self-Monitoring: Helping Students Help Themselves Through Positive Behavior Supports

According to a recent review of the research literature, self-monitoring is an example of a positive behavioral intervention that has been used successfully with a number of behaviors including off-task, classroom readi- ness, disruption, following directions, and academic engagement (Sheffield & Waller, 2010). Self-monitoring is defined as a two-stage process of observing and recording behavior in which the student distinguishes whether a target behavior occurs or does not occur and then self-records some part of the target behavior.

 

Research
According to a recent review of the research literature, self-monitoring is an example of a positive behavioral intervention that has been used successfully with a number of behaviors including off-task, classroom readi- ness, disruption, following directions, and academic engagement (Sheffield & Waller, 2010). Self-monitoring is defined as a two-stage process of observing and recording behavior in which the student distinguishes whether a target behavior occurs or does not occur and then self-records some part of the target behavior (Menzies, Lane, & Lee, 2009; Ryan, Pierce, & Mooney, 2008). Before implementing self-monitoring, Menzies, Lane, and Lee (2009) provide questions to consider.

Self-monitoring interventions have been shown to be effective with students identified with learning disabilities, attention-deficit hyperactivity disorder, and emotional disabilities in both general education and special educa- tion settings (Sheffield & Waller, 2010). It is an intervention that can provide additional support for students to learn academic and social/behavioral expectations.

Guidelines for Using Self-Monitoring:

Use self-monitoring if you can answer “yes” to each of these questions:

•     Does the student have the skills to perform the behavior?

•     Is the student able to control the problem behavior?

•     Is the behavior occurring frequently?

•     Is the behavior observable and measurable?

(Adapted from Menzies, Lane, & Lee, 2009)

Application and Resources
A variety of additional resources is included for use by individual teachers, coaches, teacher teams, or staff professional development.

•    SOS: Helping Students Become Independent Learners: This module developed by The IRIS Center at Peabody Vanderbilt provides research, a case study, and step-by-step implementation guidelines with videos and activities to support teacher use of self-regulation strategies, including self-monitoring. Visit the IRIS Center at Vanderbilt to access the entire module, SOS: Helping Students Become Independent Learners.

•    Self-Management Skills: A Step-by-Step Guide: This resource is a step-by-step guide for teaching self-management skills, including self-monitoring. It includes tools for incorporating student involvement in the process of implementing self-management skills.

•    Making Order out of Chaos: An Example of Positive Behavior Support Implementation: This case study includes a comprehensive individualized positive behavior support plan using a team process, functional as- sessment, and data-based decision making. Implementation tools, including data collection instruments, are included as additional resources. The behavior plan includes a multitude of interventions including instruction for self-monitoring, self-recruiting teacher help, teaching replacement behaviors, and using a picture schedule system.  PBIS Click on the resource titled “Han- nah” to access this case study.

References
Menzies, H.M., Lane, K.L., & Lee, J.M. (2009). Self-monitoring strategies for use in the classroom: A promising practice to support productive behavior for students with emotional or behavioral disorders. Beyond Behavior, 18(2), 27-35.

Ryan, J.B., Pierce, C.D., & Mooney, P.( 2008). Evidence-based teaching strategies for students with EBD. Beyond Be- havior, 17(3), 22-29.

Sheffield, K., &Waller, R.J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 19(2), 7-13.

Tags: academic engagement, classroom readiness, Disruption, following directions, off-task, Positive Behavioral intervention, Self-monitoring

Related Articles

Transforming Classroom Challenges into Opportunities for Growth
Five Effective Approaches To Address Interfering Behaviors: Refusal to Comply with Staff
Increase Engagement by Giving Students More Choices

Footer

Locations

Main Office & Library
T-TAC ODU
Old Dominion University
860 W. 44th St
Norfolk, VA 23529

Child Study Center
4501 Hampton Blvd, Room 224
Norfolk, VA 23529
Education Building
4301 Hampton Blvd
Norfolk, VA 23529

Contact

Phone: (757) 683-4333
TDD: (757) 683-5963
FAX: (757) 451-6989
Email: info@ttac.odu.edu
Request Assistance

T-TAC ODU
Copyright ©  2025 T-TAC ODU | All Rights Reserved | Sitemap