Erin Cernuska Autistic and Emotional Support Teacher Competent Learner Model Coach Bellefonte Area School District

“Respect your efforts, respect yourself. Self-respect leads to self-discipline. When you have both firmly under your belt, that's real power.” - Clint Eastwood Describe self-monitoring Discover applications of self-monitoring Explore steps and tools for implementation Consider the effectiveness of self-monitoring

Self-monitoring can be used in a variety of environments, but the majority of research has been conducted in educational and medical settings. Educational applications: on-task behavior work completion participation response accuracy reading/math fluency pre-vocation skills social interactions Medical relevance: blood sugar weight loss/gain sleep patterns blood pressure

 actively engages students in improving their behavior  increases motivation and investment in learning  empowers students to determine areas for improvement  provides a visual reminder for the target behavior  promotes self-control and independence  builds self-esteem and personal responsibility  leads to student efficacy in a variety of settings  requires minimal adult intervention  provides multiple data points for evaluation

*** The student is part of this process from beginning to end. *** Step 1Select and clearly define a behavior to self-monitor. Step 2 Determine the method, tools, and schedule to collect baseline data (rating scale, checklist, frequency, etc.). Step 3 Obtain willing cooperation by developing a plan with the student(s) including reinforcement and consequences. Step 4Teach the procedures with feedback on accuracy of ratings Step 5 Monitor independent performance and fade prompting to extinction. Once goals are consistently met, the student(s) should be able to maintain the skill without a formal plan. An excellent module to take you through the steps:

 Paper and pencil/stamps/stickers  Timer  Cell phone  iPad/Tablet/Laptop devices  KidTools - a free online program  VibraLITE 3™ - a wristwatch, which can be programmed to vibrate on a variable or fixed interval schedule.  The MotivAider® - a small pager-like device, which can be programmed to vibrate on a variable or fixed interval schedule.

Falkenberg, C., & Barbetta, P. (2013). The Effects of a Self-Monitoring Package on Homework Completion and Accuracy of Students with Disabilities in an Inclusive General Education Classroom. Journal Of Behavioral Education, 22(3), doi: /s Davis, T. N., Dacus, S., Bankhead, J., Haupert, M., Fuentes, L., Zoch, T., &... Lang, R. (2014). A Comparison of Self-Monitoring With and Without Reinforcement to Improve On-Task Classroom Behavior. Journal Of School Counseling, 12(12), Harris, K. R., Friedlander, B. D., & Saddler, B. (2005). Self-Monitoring of Attention Versus Self-Monitoring of Academic Performance: Effects Among Students with ADHD in the General Education Classroom. Journal Of Special Education, 39(3), The IRIS Center for Training Enhancements. (2008). SOS: Helping students become independent learners. Retrieved on [month, day, year] from