![]() A checklist is a listing of behaviors (to be increased or decreased) that the student periodically reviews, checking off those behaviors actually displayed during the monitoring period. See the sample Behavior Rating Scale later in this article for an example of how to set up a rating scale to measure student behaviors. Rating scales are typically completed at the conclusion of a fixed observation period (e.g., after a class period at the end of the school day). The rating scale usually has a qualitative, sliding-scale rating format (e.g., ""). A rating scale consists of one or more items that a student can use to complete a global rating of a corresponding number of behaviors (e.g., "How well did I: (1) stay in my seat? (2) participate? (3) avoid distracting others? (4) follow directions?"). Reviewed here are three convenient formats to structure the collection of self-monitoring data and to record the resulting behavioral data-rating scale, checklist, and frequency count (Chafouleas, Riley-Tillman, & Sugai, 2007): However, creating a written record of self-monitoring data will allow the student to collect data over time to look for trends of improvement and to share self-monitoring information with teachers and/or parents. For example, a student who regularly consults a self-correction checklist before turning in math assignments or keeps a mental count of call-outs during large-group instruction may see behavioral improvements even if she does not commit her self-monitoring information to writing. ![]() Student self-monitoring does not necessarily require that monitoring data be written down. Choose a Method for Recording Self-Monitoring Data For example, 'on-task' can be made observable by defining it as "eyes on the teacher or desk-work".Ģ. For each goal behavior, the teacher and student write a clear, specific behavioral definition that provides observable 'look-fors' to indicate when the behavior is displayed. The teacher should meet privately with the student to discuss the behavior(s to be monitored. Self-monitoring can also focus on behaviors to decrease (Dunlap, Clarke, Jackson, Ramos, & Brinson, 1995), such as: Reading pages of text read during study periods.Focusing on the task or assignment (on-task).Targets for self-monitoring can include behaviors to increase (Webber et al., 1993), such as: The teacher and student select and carefully define one or more behaviors that the student will monitor. Define Behavior Target(s) to Self-Monitor In order to be most effective, however, self-monitoring programs will usually include the following 7 steps:ġ. There are many possible variations to student self-monitoring programs. Finally, student self-monitoring data is typically economical to collect, even in a busy classroom, and can often be used to document the success of a behavioral intervention. That ability of a child or youth to understand and internalize the behavioral expectations of others is a milestone in the development of social skills. Also, in order to accurately self-evaluate behaviors, the student must first learn the teacher's behavioral expectations. Self-monitoring requires that the student be an active participant in the intervention, with responsibility for measuring and evaluating his or her behaviors. In classroom settings, self-monitoring offers several advantages. Self-monitoring is sometimes described as having 'reactive' effects (Kazdin, 1989), because students who measure and pay close attention to selected behaviors often react to this monitoring information by changing those target behaviors in the desired direction. Self-monitoring takes advantage of a behavioral principle: the simple acts of measuring one's target behavior and comparing it to an external standard or goal can result in lasting improvements to that behavior. One student may use a paper form to rate her study skills at the end of each class period, for example, while another student might verbally rate his social behaviors when approached by his teacher at random times across the school day. Self-monitoring has two components, measurement and evaluation (Loftin, Gibb, & Skiba, 2005): That is, the student (1) measures and records his or her own behavior (measurement), and then (2) compares that recorded behavior to a pre-determined standard (evaluation). ![]() Student self-monitoring is an effective tool for behavior change.
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