1. Self-Monitoring Deb Childs, Ph.D. Tier 2 Consultant

2. 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

3. Self-Monitoring Interventions
Student self-observes and self-records target behavior
Goal Setting Interventions
Student creates behavior targets (goals)
Self-Management Strategies
Self-Evaluation Interventions
Student assesses behavior against a set standard
Self-Instruction Interventions
Student uses self-statements to direct behavior
Self-monitoring falls under the broader category of self-management.
Strategy Instruction Interventions
Student follows a series of steps to complete a task autonomously

4. 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
Have you ever used a checklist to make sure you completed everything – perhaps you have one to make sure you bring everything to trainings?
If you have ever counted calories and periodically checked your progress by weighing yourself – you were self-monitoring
These are the only 2 requirements

5. 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)
“All students” means it has been researched with all types of student disabilities as well as those that are typically developing.
Has been researched in classrooms that use if as part of their class meetings and student participation in problem solving’
Has been used on a variety of academic and behavior skills.

6. 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)
Along with being less invasive it reduces the amount of time teachers are spending managing behavior
Particularly effective with those students that are NOT attention maintained and may be more effective on those whose function is escape maintained.
Self regulated learners are motivated, value personal progress, are willing to attempt difficult tasks to develop new skills, and view mistakes an a chance to learn. It is developed in learners that have some control over their learing process and are engaged in evaluating their work.

7. 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)
Self regulated learners are motivated, value personal progress, are willing to attempt difficult tasks to develop new skills, and view mistakes an a chance to learn. It is developed in learners that have some control over their learing process and are engaged in evaluating their work.

8. Steps for Implementing Self-Monitoring
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
Usually you start with a problem behavior and then determine a replacement behavior. The replacement behavior should be defined so I can see it and record when it happens. Baseline data is collected so improvement in the target skill can be seen. It is not always available but is “best practice” The procedures include when and where the student will be self-monitoring and the materials would include the chart for self-monitoring as well as reinforcement for attaining goal. Student should be taught how to self-monitor as well as a quick review of the target behavior. Progress should be monitored. An adult should follow up regularly. The adult interaction and involvement as well as tangible reinforcement of the target behavior should be faded.

9. 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
If I want to apply self-monitoring individually but have all of my students practicing the skills I would…..

10. 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
If a student is constantly off task the target behavior is being on task.
By identifying the where and when you are identifying the location or type of activity to monitor
We should always keep in mind the function.
The function of the behavior will guide the selection of the target behavior.
For example, a student may push other students to obtain peer attention.
Many people would mistakenly identify the target behavior as “Keep hands, feet and objects to self.” This would NOT provide a replacement target behavior for this child to seek attention from his or her peers.
The target behavior for the child using pushing as a means to get peer attention, might be ,”Use kind words (a specific phrase the child can use to get his or her peers’ attention – like, “Scuse me.”) We will need to identify the function of the behavior to correctly identify the target behavior.
The next 3 slides address identifying the function of behavior to clearly identify the target behavior.

11. 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

12. 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
When discussing with the student you may want to include nonexamples as well as examples
How do you know if the skill is in the student’s repertoire? (you have seen them perform the skill)
Steps to completing homework might include writing the assignment in a planner or notebook, collecting resources needed to complete, put in back pack to take home.

13. 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
I chose behaviors that are frequently found on school’s matrix. You should be able to find the replacement behavior for the common problem behaviors exhibited by your at risk students on your matrix

14. 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

15. 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

16. 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.
Permanent products may be # of completed assignments, attendance or tardy records, or number of math problems completed.
Time sampling gives an estimate of the occurrence. 20 minutes is a recommended time sample. The shorter amount of time between recording the more accurate. Results should be calculated as a percentage. Remember, collecting baseline data has to be simple enough for all teachers and the student to complete.

17. 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.
Collecting baseline allows for you to determine if an intervention is improving the target behavior. However, if it is not available, you can still set a goal you would be happy for a student to achieve.

18. Do you have past records associated with your skill that allows you to collect baseline?

19. 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
Teacher may just ask student to complete self-monitoring chart at the end of a designated time as their cue. Beep tapes or vibrating monitors may also be helpful.
Self monitoring chart samples

23. 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

24. 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
You want to make sure all students know exactly what their target skill looks like
Remember when we talked about how important it is to set goals, goals needed to be something to make you work but not so hard that you can’t achieve them.
If students are charting a skill that needs checking more frequently than at the end of a period – such as staying on task – what will you use? Beep tape, motivator?
Everyone get out your data notebooks and graph the results you earned today as indicated on your chart. Will you have rewards for attaining goal?
Deb Childs

25. Activity What will you use to remind yourself to self-monitor?
Phone alarm?
Friend?
Spouse?
Sticky note on mirror?
Deb Childs

26. 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.
Student must first consistently be able to recognize when they are or are not demonstrating the skill. First reinforce student and teacher agreement on skill assessment. Once student is independently monitoring teacher reinforces the occurrence of the target behavior. Those students that are attention maintained will need more adult reinforcement than those that are escape maintained

27. Activity
How often will you review your progress?
Deb Childs

28. 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
If student is not accurately monitoring skill, review of skill or monitoring procedure may be needed
Keeping a graph allows for visual evaluation of progress. Student should demonstrate approximately 4 weeks of 80% or above before fading begins
Before fading, you may want to change the location or time period of monitoring to ensure generalization to other areas.
Self monitoring may be reinstated if maintenance checks determine the need.

29. Activity
What reinforcement or rewards will you give yourself for attaining goal?
Deb Childs

30. 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

31. 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
What are some problem behaviors that you frequently see in your classrooms that are not isolated to one or two students?
Deb Childs

32. 2. Define the Target Skill
Discuss with the entire class the importance of the skill
Examples and Non-examples
Deb Childs

33. 3. Collect Baseline
Have baseline on target skill collected and graphed
Share with class current level of skill
Deb Childs

34. 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

35. 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

36. 6. Monitor Progress
Check chart regularly for reinforcement and goal adjusting
Reteach as needed
Deb Childs

37. 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

38. Class-wide Example 7th grade class was consistently late to class:
Gathered baseline (67% on time)
Defined “on time” and discussed importance of skill and barriers to attaining.
Assigned 2 students to monitor class progress and set goal of 80% average for the week
Reinforced when goal attained and goal was increased until class was consistently at 99%
This is an example of students self-monitoring one skill for the entire class.
On time was defined as being in their seat when the bell rang
Baseline was easy to count from teacher tardy records. This was charted on a graph and posted in the class.
Students took a few seconds at beginning of class to count number of students on time and chart
Teacher provided popcorn during work time as reward for goal attainment

39. Self-Monitoring as a Tier 2 Intervention
Data is used to determine common skill deficits of students needing Tier 2 interventions.
Skill is defined and any steps are listed
Procedures and materials are designed
Monitoring form is created targeting replacement behavior (taken from matrix)
Time frame and cueing procedures determined
Self-monitoring is effective with students that are escape maintained due to the low levels of adult interaction. For students that are attention maintained, an increase in adult monitoring may be needed or adult attention used as reinforcing attainment of goal.

40. 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?
Disrespect is a common problem behavior in schools. It most frequently is a problem in the classroom

41. 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 demonstrate skill
Monday
Tuesday
Wednesday
Thursday
Friday
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6

42. 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
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?
It shouldn’t take more than 15 min to review the skill this group of students will be monitoring because it should have been already taught as one of your universal lessons from your matrix. It shouldn’t take more than another 15 min to show students the chart and have them practice how to self monitor – first demonstrate, then model examples and non examples having the student mark chart. Have student model examples and mark chart.

43. 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?
Training consists of a review of the skill and an introduction to how to self-monitor, when it will be done,

44. 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.
Intervention is faded once final goal is attained
Don’t forget to celebrate
Celebrate

45. 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?

46. Tier 2 Intervention Example
Data indicate students at risk are having problems with following directions and staying on task
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
Collect baseline – teacher completes self monitoring chart for 1 week
As a tier 2 intervention, all charts should be the same. Determine target behaviors using data indicating common problem behaviors
Tier 2 sample chart

47. Tier 2 Intervention Example
Location, time, and cueing procedure determined
Student is trained in self-monitoring and skills reviewed
Teacher checks accuracy of student self-monitoring until 80% and then slowly fades support. Data is collected
Teacher periodically checks accuracy and intervention is faded.
You may want student to self-monitor for 1 period of time daily if there is one particular problem time OR student monitors periodically throughout the day based on natural breaks.

48. 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

49. 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

50. Self-monitoring as a modification of CICO
Be Safe
Keep hands & feet to self
Teacher
check
Be Respectful
Follow directions
Check
Be Responsible
Use materials appropriately
8:30 to Morning Break
Morning Break to Lunch
Lunch to Afternoon Break
Afternoon Break to Dismissal
Here is an example of a CICO DPR that has had a column added for teacher check. Your current DPR could be easily modified

51. 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

52. Self-monitoring Social Skills
Targeted Skills
Monday
Teacher
check
Tuesday
Wednesday
Thursday
Friday
Use nice words
Share
Take Turns
Ask to use other’s things
Stay calm if you disagree
Total Daily Points
Total Possible Daily

53. Self-Monitoring as a Fading Procedure
Used when student has attained final goal on a Tier 2 intervention for a minimum of 4 weeks
Use same form as used for daily progress (DPR) but ask student to complete with teacher checking for accuracy
Once student is accurately monitoring at least 80% of the time slowly reduce the frequency of teacher checks.
Continue progress monitoring and adjust support as needed.
Self- monitoring has been shown to be effective as a generalization or maintenance tool

54. 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
May want to show CICO video

55. Fading Example First Phase = Student Learns to Self-Assess
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)
It is the hope that by the time fading is implemented, the student will have an idea of how to self-assess through the positive feedback he/she has received by being part of CICO. However, a brief mini lesson on accountability/integrity may be used as they learn to self assess.
*Once the student is accurately rating reinforcer for accuracy can be removed and given instead for appropriate behavior

56. 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
While the student is learning to self-assess, he/she continues to check in and check out and to turn in a DPR. The BEP coordinator continues to collect, enter and analyze student data. (p.94) … (which leads to the next slide)

57. 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
There are several reasons for deteriorating behavior while fading. In case of deteriorating behavior, the team should discuss whether or not the student is ready to move to self monitoring. The deteriorating behavior may be an indication that it is too early to remove the BEP support. Alternatively, it may be an indication that the BEP fading process has not been adequately explained to the student or effectively implemented. (p94)

58. Westview Elementary School Excelsior Springs School District
Westview Elementary and Winfield Primary Fading Examples

59. 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

60. Deb Childs Ph.D. Tier 2/3 Consultant
Contact Information
Deb Childs Ph.D. Tier 2/3 Consultant
SWPBS

61. References
Jolivette, K., & Ramsey, M. (2006). Students with emotional and behavioral disorders can manage their own behavior. Teaching Exceptional Children, 39(2),
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),
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,
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),
Wery, J., & Nietfeld,J. (2010). Supporting self-regulated learning with exceptional children. Teaching Exceptional Children 42(4),
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,
Deb Childs