Self-

monitoring/
regulation

Marcia Arcuri #1

Self-monitoring Applies to
Students with the Following
Disabilities

Attention Deficit Hyperactivity
Emotional/Behavioral Disorder
Learning Disability
Aspergers
Post Traumatic Stress Disorder
Speech/Language Impairment
Tourettes Syndrome
Other Health Impairments
Autism

Self-monitoring/regulation is
one of the behaviors aimed at
improving the quality of life through
achieving independence. It is
important for students with
disabilities to learn to direct their
own lives as they progress through
school.

Self Monitoring strategies involve:

Observing, evaluating and
recording ones own behavior
Striving to reach independence
and maintaining positive
outcomes
Attaining new skills

The ability to monitor ones own
progress toward a goal is a higher-
order cognitive process that
supports behavioral and emotional
flexibility, planning, and decision-
making.

Rationale
For Using Self-monitoring
Strategy

Results of self-monitoring
include decreases in: off-task
behavior, disruption, negative
social interactions; and
increases in: on-task behavior,
work completion, positive
social interactions.
Furthermore, self-regulated
learning motivates the student
because he is able to:
specify his own goals
take responsibility for
his own learning process
adapt to his individual
requirements as a
learner

How to Use Self-Monitoring/Regulation

In the Classroom

Keep in mind that for students who struggle behaviorally or with

disabilities, self-monitoring/regulation skills are not natural. Rather, they
must be taught directly. Following are guidelines for teacher and student:
Teacher Preparation:

When designing self-monitoring interventions, ensure interventions match student needs, which include students monitoring
functionally relevant behaviors.
If using technology for recording, the teacher must familiarize herself and prepare it for the student.
Recommend to other teachers of the same student to implement self-monitoring procedures in their classrooms.

Actions for Teacher and Student as a Team:

Reinforcement from teachers is an essential component of self-monitoring. Consider providing reinforcement to students when they
behave correctly or complete a task on time. An example is to give candy or a small amount of money.

Feedback is a way of providing attention and information to students. For students who display problem behaviors, feedback from the
teacher is essential and has been documented as one of the strongest influences on academic
References

achievement and positive behavioral change. Remember to give praise (contingent upon meeting
Bruhn, A., McDaniel, S., & Kreigh, C. (2015). Self-Monitoring
a goal or following procedures), appropriate corrections and finally, extra instruction when
Interventions for Students with Behavior Problems: A
Systematic Review of Current Research. Behavioral
necessary .

Disorders, 40(2), 102-121 20p.

Henderson, H., Ono, K., McMahon, C., Schwartz, C., Usher, L.,
& Mundy, P. (2015). The Costs and Benefits of Self-monitoring
for Higher Functioning Children and Adolescents with
Autism. Journal O f Autism & Developmental Disorders, 45(2),
548-559 12p. doi:10.1007/s10803-013-1968-7

Bruhn, A. a., Vogelgesang, K., Schabilion, K ., Waller, L., &
Fernando, J. (2015). ''I Don't Like Being Good!'' Changing
Behavior With Technology-Based Self-Monitoring. Journal O f
Special Education Technology, 30(3), 133-144.
doi:10.1177/0162643415618911

Recommend to students that they try self-monitoring in other settings (at home, in the
library, in other classes).
Help student acquire and use technology-based method, such as text messaging, hand
held clicker or software based application.
Examine data to determine when to (a) increase goals and contingencies required for
reinforcement, (b) adjust monitoring schedules, and (c) slowly reduce teacher mediation in an
effort to transfer control to the student. Through these systematic fading procedures, the