Age/Grade: 2nd grade – High School
Setting: School, Home, Clinic, In-patient
Individual or Group: Individual
Tier: 2 & 3
Desired/ Appropriate Behavior: On-task, task accuracy, task completion, anger management, relaxation, hand raising to ask a question, making appropriate comments, exercising, etc.
Skill Level: Fluency to generalization
Self-monitoring, a part of overall self-regulation, is the most common form of self-management strategies taught to children. Self-monitoring requires a variety of prerequisite skills such as self-observation, self-recording, and self-reinforcement (reward) for meeting or exceeding some pre-established goal. Self-monitoring has often been thought of as just a measure of the progress of another intervention strategy, but self-monitoring alone can change behaviors. Self-monitoring strategies can decrease dependence on others (e.g., teachers, peers, parents, etc.) to change behavior, thereby increasing the likelihood of the child generalizing the behavior change to new, novel, and/or different settings and/or people. Several targets are included in self-monitoring, such as monitoring attention, task accuracy, task performance, mood, anxiety, and exercise.