Self Monitoring and

Self Correction

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).

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

Self-Monitoring

1. Data is used to determine common skill deficits of students

2. Monitoring form is created3. Students are taught process for self-monitoring and

target skill(s) are reviewed.

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)

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

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