Lindsey Landers

Lindsey Landers Strategy 1 Self-Monitoring

Review This study was done on an eleven-year-old boy who was a sixth grader with a moderate intellectual disability and seizure disorder. This student was in a general education setting for science, social studies, gym, and art. The student was in a resource room for reading, writing, math, and vocational instruction. In the students IEP, he had a goal that was related to the study: “asking for help and staying on task” (p. 25). The research study was done over a 15-minute segment of time where the student was working independently. The researchers used a MotivAider, a device that vibrates after a specified amount of time. The researchers set the MotivAider to three-minute increments and conducted an ABAB study. The results proved that during the intervention phase, when the student was self-monitoring himself, his on-task behavior was significantly higher.

What is self-monitoring? “When a student observes and records his or her own target behavior…may decrease reliance on paraprofessionals” (p. 23).

Why should implement self-monitoring skills? Self-monitoring skills should be taught because it will decrease the level of dependence a student has on a teacher or other support. Self-monitoring skills have also proven to be effective for students with LD, ASD, ADHD, EBD, and at-risk students.

How can we implement self-monitoring skills?

1. Provide a visual representation to the student(s) of what behavior is acceptable and considered to be on task i.e. sitting at their seat doing work, looking at their work, and asking a question. A visual of off-task behavior should also be provided to the student so they know what they should not be doing i.e. walking around the classroom or standing up, looking around the classroom, talking with their neighbor. 2. On the same sheet, provide a table with the question “Am I working?” and several rows where the student must answer yes or no. Another way would be to have a statements written out: I paid attention to my assigned work and I followed the classroom rules. Have the student check yes or no. For younger students or students who are low functioning, you could have them circle smiley faces depending on their behavior or thumbs up/thumbs down. 3. Have some sort of timer or cue where after a certain increment of time the student must circle yes or no to if they are working or not. Examples of timers include a beeper, a timer going off, taping the desk, touching the student’s shoulder, verbal cue, etc. This could also be done at the end of a teaching segment, mainly for students in elementary school. 4. At the end of the independent working time, have the student add up the yes’ and no’s, thumbs up or thumbs down, smiley faces or frown faces. Lindsey Landers Strategy 1 5. Have a personal discussion with the student about their behavior. Provide a reward or consequence depending on what has been discussed in the classroom and talk about ways to improve for next time if necessary. If necessary, have the parent sign the form at the end of the day or week depending on the student and their behavior.

Boswell, M., Knight, V., & Springs, A. (2013). Self-monitoring of on-task behaviors

using the MotivAider by a middle school student with a moderate intellectual

disability. Rural Special Education Quarterly, 32(2), 23-30. Lindsey Landers Strategy 1 Lindsey Landers Strategy 1