Self-Monitoring
Self-monitoring is a strategy to help students with learning disabilities. According to Hallahan, Kaufmann, & Pullen, using this strategy with students with ADHD has proven to be effective, many teachers prefer whole-class or group-contingency plans (Hallahan, Kaufmann, & Pullen pg. 167). When using self-monitoring, students are in charge of keeping track of their behavior. Self-monitoring has two sections which are self-evaluation and self-recording or measurement.
Students will be keeping track of their behavior and be responsible for recording if the behavior happened or not. Students can use different ways to monitor themselves. Some students will want to evaluate themselves on paper, while others would prefer to verbally evaluate their social behaviors different times throughout the day. For self-monitoring to be successful, the student will want to consider different ways of responding to a situation and some outcomes that may come from each response.
According to Hallahan, Kaufmann, & Pullen, In one study, research has found that using self-monitoring for students with ADHD had a decrease in talking out of turn (Hallahan, Kaufmann, & Pullen, 2015 pg. 167). Using the self-monitoring strategy has many advantages when used in the classroom. One advantage is for the student to learn how to be responsible for his or her own behavior. The students are also in charge of their own intervention, giving them a role in the intervention process.
Students will be keeping track of their behavior and be responsible for recording if the behavior happened or not. Students can use different ways to monitor themselves. Some students will want to evaluate themselves on paper, while others would prefer to verbally evaluate their social behaviors different times throughout the day. For self-monitoring to be successful, the student will want to consider different ways of responding to a situation and some outcomes that may come from each response.
According to Hallahan, Kaufmann, & Pullen, In one study, research has found that using self-monitoring for students with ADHD had a decrease in talking out of turn (Hallahan, Kaufmann, & Pullen, 2015 pg. 167). Using the self-monitoring strategy has many advantages when used in the classroom. One advantage is for the student to learn how to be responsible for his or her own behavior. The students are also in charge of their own intervention, giving them a role in the intervention process.
Students can be taught to use self-monitoring in many different academic areas. One example is when working on math problems, students can check their answers. After checking the answers, the student can record on a graph how many they answered correctly (Hallahan, Kaufmann, & Pullen, 2015 pg. 133). Students should ask themselves how they would explain what they did to another student or the teacher. Also, if they can’t explain or recall how they came to an answer they should go back to the beginning and start the thinking process over.
Students can also use self-monitoring during reading. If a student is reading something in a book and it does not make sense, they can go back and re-read the section to see if it makes sense that time. By doing this student are working on their comprehension of the text, and what they can recall and understand. In order for students to be able to understand text at a higher level, they need to self-monitor and understand the basic information.