1. Self-Management Strategies: A focus on Self-Monitoring

2. Training Goals
Offer unique approaches for preventing and managing behavior problems using proactive techniques
Provide approaches of increasing intensity to address student behavior
Describe four types of self-management strategies: self- evaluation, self-instruction, goal-settings, & self- monitoring
Demonstrate how to implement a self-monitoring intervention in the classroom

3. Agenda Overview Secondary Prevention Preventing Behavior Problems
Self-Management Strategies
A Focus on Self-Monitoring
Getting Started in Your Classroom

4. Schoolwide Positive Behavior Support
Comprehensive, Integrated,
Three-tiered (CI3T)
Models of Support
Low Intensity Strategies
Basic Classroom Management
Effective Instruction
Low Intensity Strategies
Behavior Contracts
Self-Monitoring
- -
Functional Assessment-Based
Interventions
Higher Intensity Strategies
Assess, Design, Implement, and
Evaluate
Assessment

5. Secondary Interventions
Support
Description
Schoolwide Data: Entry Criteria
Data to Monitor Progress: School wide data? Other?
Exit Criteria
Check, Connect, and Expect
This program involves checking in with a mentor at the beginning and end of the day to receive a performance goal for the day.
Students who score moderate to high risk on the SRSS
Daily BEP Progress Reports
Students who have met there goal consistently for 3 weeks will move to the self-monitoring phase.
Behavior Contract
A written agreement between two parties used to specify the contingent relationship between the completion of a behavior and access to or delivery of a specific reward
Behavior: mod to high on SRSS Academic: 2 or more missing assignments
Work completion, or other behavior addressed in contract
Completion of behavior contract
Self-monitoring
Students will monitor and record their academic production (completion/ accuracy) and on-task behavior each day.
Students who score in the abnormal range for H and CP on the SDQ; course failure or at risk on CBM
Work completion and accuracy in the academic area of concern; passing grades
Passing grade on the report card in the academic area of concern

6. Self-Determined Behaviors
All students should also engage in self-determined behaviors, including:
Choice-making
Decision-making
Problem solving
Goal setting and attainment
Self-management and self-regulation
Self-advocacy and leadership
Self-awareness
Self-knowledge
Self-evaluation
(Wehmeyer & Field, 2007)

7. Self-Determined Behaviors
Self-determined behaviors allow individuals to:
Live a high quality life
Assume responsibility for a variety of life activities
(Carter, Lane, Pierson, & Stang, 2008; Houchins, 2002; Wehmeyer, 2005)

8. Self-Determined Behaviors
Unfortunately, many students with and at risk for EBD struggle in these exact areas, lacking the strategies and skill sets to act strategically to:
Successfully negotiate teacher and student relationships
Ultimately experience academic success
(Cameto, Levine, Wagner, & Marder, 2004; Carter, Lane, Pierson, & Glaeser, 2006;
Carr& Punzo, 1993; Levondoski & Cartledge, 2000)

9. Underlying Principles
All students should meet certain behavioral expectations, such as:
Attend to and participate in instruction
Produce quality work in a timely manner
Manage conflict situations with peers and adults
Work cooperatively with others
(Lane, Pierson, & Givner, 2008; Lane, Wehby, & Cooley, 2005; Zigmond & Kerr, 1986; Hersh & Walker, 1987)

10. Self-Management Strategies
KCU: Low-Intensity Strategies
Items: 17
Self-evaluation
Self-instruction
Goal setting
Self-monitoring

11. Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

12. Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

13. Self-Evaluation
Having a student compare his or her performance to a benchmark or standard
Standard can be determined by the teacher or the student or both
Parents may also be involved
Student gets a predetermined reinforcer for meeting criteria

14. Self-Evaluation Teacher-mediated Peer-mediated
KCU: Low-Intensity Strategies
Items: 17, 4
Teacher-mediated
Teacher trains student, then assists student in self-evaluation or also records target behavior for comparison
Peer-mediated
Peers are included as intervention participants to assist in self-evaluation or serve as accuracy check
Allows student to access peer attention appropriately
Promotes generalization and maintenance
Mediated approaches can be faded to independence

15. Example: Self-Evaluation Checklist
Activity
Monday
Tuesday
Wednesday
Thursday
Friday
Morning Meeting
Listen
Follow directions
Asked for help Appropriately
Control your temper
Morning Lesson
Recess/Lunch/Specials
Afternoon Lesson
Free Choice
Individualized Expectations Determined By Teacher
Mention during presentation: marking the red might be a negative trigger for some students. Have them focus on the green and yellow sections instead and use your judgment about whether or not they can handle the red.
Met the all of the expectations for the entire period.
Met the expectations for part of the period.
Did not meet the expectations for most or all of the period

16. Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

17. Self-Instruction Self-talk to improve performance
Students are taught to whisper statements to direct their own behavior to meet goals
Can be used to improve performance:
Academic
Homework completion
Social
Solving an interpersonal conflict
Behavioral
Decreasing inappropriate classroom behavior (increasing appropriate behavior)

18. Self-instruction Video Self-Talk Self-Instruction
The video is a global example of self-talk but self-talk and self-instruction are NOT the same thing. They are related but not identical.
Graph is a simple illustration of the relationship between S-T and S-I.

19. Self-Instruction (HO 6.1)

20. Self-Instruction (HO 6.1)
In a small group, come up with self-instruction statements you could teach students to use in the following situations:
Working on homework
Frustrated by class work
What to do when in need of assistance but teacher is helping someone else
Add hyperlink to new interactive slide
Helpful hint: You may want to create a mnemonic device (e.g., PEMDAS)

21. Self-Instruction, Examples(HO 6.1)
Working on homework
Example: First, I’ll get out my book. Next, I’ll do...
Frustrated by class work
Example: Count to 10. Take a deep breath. Raise my hand and ask for help.
What to do when in need of assistance but teacher is helping someone else
Example: I am stuck and the teacher is busy, so I will reread the directions and try to answer my own question.
Animation is set to respond to the click with each piece coming separately from the top down.
AB needs to edit the examples with content oriented samples!

22. Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

23. Goal Setting Teach students to set a behavioral target Target can be:
Academic goal (with or without a product)
Behavioral goal that facilitates instruction
Goal setting can also be used in conjunction with other strategies
e.g., self-evaluation or self-instruction

24. Goal Setting Purpose of goal setting: Structures student effort
Motivates student to move towards goal completion
Provide student with progress monitoring information

25. Context Behavior Criterion Timeline Goal Setting
When given an assignment for science class,
Context
Louisa will complete and turn in homework on time
Behavior
85% of the time
Criterion
Over 3 consecutive weeks.
Timeline
GOAL: When given an assignment for science class, Louisa will complete and turn in homework on time 85% of the time over 3 consecutive weeks.

26. Goal Setting (HO 6.2)

27. Goal Setting (HO 6.2) Make sure the goal has:
Create a goal for a student who is struggling in your class (academically and/or behaviorally)
Make sure the goal has:
Context
Specific criterion
Behavior
Point at which goal is met

28. Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

29. Self-Monitoring One commonly used self-management strategy
Involves teaching students to:
Observe, or determine if a behavior occurred using an operational definition
Record whether or not the behavior occurred

30. Self-Monitoring Student records own behavior:
For example, engagement: Was student engaged during designated time period?
Student must be able to tell if target behavior occurred
Teacher works with student to:
Develop a self-monitoring form
Set a goal for criteria to be met
Establish reinforcement for meeting goal

31. Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

32. Review of Self-Management Strategies
Self-Evaluation
Student compares performance to predetermined benchmark or standard.
Self-Instruction
Student uses self-talk to direct behavior and improve performance.
Goal Setting
Student sets behavioral target.
Self-Monitoring
Student observes and records their behavior.

33. Self-management strategies
Benefits
Challenges
can positively impact behavior, productivity, and accuracy
empower students to become more independent and self- sufficient in their ability to regulate their environment
not appropriate for acquisition deficits, self-injurious, or aggressive behaviors

34. A Closer Look at Self-Monitoring
Self-Management Strategies
Self-Evaluation
Self-Instruction
Goal Setting
Self-Monitoring

35. BEFORE Using Self Monitoring Strategies in the Classroom
1. Determine if the desired behavior is in student’s repertoire
(Can the student do what you are asking him/her to do?)
2. Make certain that the behavior is clearly defined, readily observable, and reasonable for the student to record
(Recording procedures also must be reliable and feasible)
3. Make sure that the behavior occurs at a sufficiently high frequency to allow it to be monitored.
(Monitoring long-term assignment vs. short-term goals)
(If the student is self-monitoring an undesirable behavior such as tantrums or episodes of extreme verbal aggression with a low-rate of occurrence, other behavioral interventions may be necessary [Functional Assessment-Based Intervention])

36. An Overview of Supporting Research on Self-Monitoring
Most commonly used self-management strategy
Generally favorable outcomes in improving academic skills
Students with EBD showed improvements in specific, targeted academic skills
Gains generalized and maintained
(Mooney et al., 2005)

37. Supporting Research Elementary Middle
Increased on-task behavior and academic productivity
High social validity for students
(Levendoski & Cartledge, 2000)
Middle
Improved academic accuracy, productivity, and engagement for middle school students with EBD
(Carr & Punzo, 1993)

38. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

39. Self-Monitoring Procedures
Step 1: Establish Prerequisite Conditions
Target and replacement behaviors are readily observable and easy for the student to record
The student is capable of performing skill
If the student has an acquisition deficit, instead teach the skill
The student can control the behavior
If the behavior is out of control, a higher intensity should be implemented first
The problem behavior occurs frequently

40. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

41. Self-Monitoring Procedures
Step 2: Identify and Operationally Define the Behaviors
Operationally define the behavior you want to change
Provide examples of the behavior
Provide non-examples of the behavior

42. Self-Monitoring Procedures
Operational Definition: Example
Academic Engagement during silent reading:
The amount of time spent actively engaged in silently reading appropriate material
Examples include: looking at the book or other reading materials, looking away to think about material for a duration of less than 15 s, appropriately asking the teacher about a word.
Non-examples include: any activity other than reading the appropriate material, such as disruptive (e.g., audible vocalizations inappropriate to the assigned task, stomping feet) and off task (e.g., walking around the classroom, looking away from book for more than 15 s, reading an unapproved video game manual) behaviors.

43. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

44. Self-Monitoring Procedures
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Create the self-monitoring form
Create a data collection sheet
age appropriate
explicitly states behavioral goals
divided into appropriate times and situations
simple
Consider including a reinforcement contingency (i.e., If you do “X”, then you get “Y”) to set students up for success
Pick best time of day to intervene (if I fix this time, can I get him on track for the rest of the day?)

45. Example: Daily Self-Monitoring Checklist for Work Completion & Accuracy

46. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

47. Self-Monitoring Procedures
Step 4: Teach the Self-Monitoring Procedures
Teach the student how to use the data-collection sheet
Discussion
Modeling
Coaching
Role play
Gradually fade support as the student is more comfortable self-monitoring independently
Make it clear this is not punishment, but a tool to achieve success
It’s worth the investment to teach students how to do this. (Like diets—you write down what you eat or you lie about it—either way, you will probably change the behavior)

48. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

49. Self-Monitoring Procedures
Step 5: Monitor Student Progress
Compare intervention data to baseline data (if you are taking data on the target behavior)
Monitor and reward accuracy of student’s self- recording by filling out the same form for the same time period
Have the student self-graph to visually see results

50. Example: Self-monitoring form
Name: Date:
At this exact second, am I reading on task?
Yes No
Bell 1
Bell 2
Bell 3
Bell 4
Percent
2/4 = 50%
Have student graph these data. You can also complete the same sheet—compare and reward for agreement. Seeing frowning faces may be disheartening

51. On-task Reading

52. Example: Daily Self-Monitoring Checklist for Work Completion & Accuracy

53. Accuracy of Math Homework Completion

54. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

55. Self-Monitoring Procedures
Step 6: Consider Maintenance and Follow-Up
Gradually fade self-monitoring once student has consistently improved behavior
Ultimate goal is for students to no longer exhibit the problem behavior and maintain the replacement behavior across all settings
Once faded, continue to use intermittent behavior- specific praise and reinforcement

56. Implementing Self-Monitoring in Your Classroom (HO 6.3)
Step 1: Establish Prerequisite Conditions
Step 2: Identify and Operationally Define the Behaviors
Step 3: Design the Self-Monitoring Procedures, Including a Monitoring Form
Step 4: Teach the Self-Monitoring Procedures
Step 5: Monitor Student Progress
Step 6: Consider Maintenance and Follow-Up

57. Treatment Integrity
Have structures in place to monitor whether self- monitoring is carried out as intended
Treatment Integrity checklist: Example questions:
1. Student completed self-monitoring checklist
2. Teacher completed self-monitoring checklist
3. Teacher checked student response to verify accuracy
4. Teacher provided student with feedback regarding behavior
5. Teacher provided student with reinforcer if earned

58. Example: Treatment Integrity Checklist (HO 6.4)
Component
Monday
Tuesday
Wednesday
Thursday
Friday
1. Student completed self-monitoring checklist
2. Teacher completed self-monitoring checklist
3. Teacher checked student response to verify accuracy
4. Teacher provided student with feedback regarding behavior
5. Teacher provided student with reinforcer if earned
Teacher initials
Comments

59. Design a Self-Monitoring Plan (HO 6.3)

60. Design a Self-Monitoring Plan (HO 6.3)
In small groups:
Pick a target behavior to focus on (e.g., Off-Task)
Operationally define the target behavior
Include examples and non-examples

61. Design a Self-Monitoring Plan
Write a brief description of:
Student’s goals
Possible reinforcers

62. Design a Self-Monitoring Plan
Draft a self-monitoring checklist

63. Design a Self-Monitoring Plan
Brainstorm procedures for:
Teaching the intervention to the student
Monitoring progress

64. Summary
We wish you luck in using the self-management strategies: self-evaluation, self-instruction, goal setting, self-monitoring, and combinations of these strategies to:
Help students become active participants in their own learning
Positively impacts behavior, social skills, and academic performance (e.g., productivity, accuracy)
Empower students
Help shift the responsibility for learning from teacher to student