Self Monitoring and Self Correction

1. Self Monitoring and Self Correction

2. Self Monitoring The ability of a student to self-monitor his or her performance is a natural step toward becoming independent, which can only happen when students take responsibility for their own behavior and essentially become “agents of change” (Hanson, 1996; Porter, 2002; Rutherford, Quinn, & Mathur, 1996).

3. Academic Self Monitoring Students can also be taught to ask themselves questions about their academic learning and performance, such as asking, “How many math problems have I completed in the last 10 minutes? How many are correct?” (Carr & Punzo, 1993). ~See Math Self-Correction Checklist Example

4. Self-Monitoring • Data is used to determine common skill deficits of students • Monitoring form is created • Students are taught process for self-monitoring and target skill(s) are reviewed.

5. What Does Research Tell Us? • Effective for ALL students K-adult (Jolivette & Ramsey, 2006) • Is effective as a classroom system of behavior management (Carr & Punzo, 1993) • May be used with academic and behavior skills (Shapiro & Cole, 1994) • Is less invasive than teacher managed strategies (Fantuzzo, Polite, Cook, & Quinn, 1988) • May be more effective than teacher managed strategies for some students (Shapiro, DuPaul & Bradley-Klug, 1998) • Contributes to the acquisition of self-regulation which is the crossover skill between academics and behavior (Wery & Nietfeld, 2010)

6. Self-Monitoring falls under the broader category of Self-Management.

7. Some Types of Self-Monitoring • A journal • A monthly, weekly, or daily calendar or day planner • Work Plans and Project Outlines • Time management diaries • “To Do” lists • Daily charts of time spent or work produced • Cumulative graphs of time spent or work produced • Graphing success • Student-led data chat with teacher and parents