What is Self-Monitoring?

Self-monitoring is the capacity to observe (or measure) and evaluate one’s own behaviour. It is a crucial component of executive functioning.

Self-monitoring means being able to plan, focus attention, remember instructions, and juggle multiple tasks successfully.

As adults, we often use self-monitoring behaviour. Whether subconsciously or consciously, we often ask ourselves questions to monitor or improve our performance. “How do I feel?”, “Am I on task?” or “How much time do I have left to work on this task?”.

However, young children typically do not have the ability to self-monitor as it is a skill that develops over time. For example, when young toddlers do not get what they want, they will usually let their mother know by crying and screaming.

Challenges of Implementing Self-Monitoring

Self-monitoring can be difficult for children with ADHD (attention-deficit hyperactivity disorder) as they have difficulties in executive functioning such as decision-making, staying focused, and impulse control.

These children find it more difficult self-monitoring compared to neurotypical children, who still have yet to develop these skills. This is similar for adults with ADHD as well. The result is a lot of impulsive behaviour that can disrupt learning, even if it was not intentional.

While this may be frustrating, remember that self-monitoring is a learnt skill and takes time to develop. It is crucial to provide the support children need to develop these skills. Adults can facilitate the development of a child’s executive functioning such as helping them practice necessary skills before they are able to do so independently.

Why Self-Monitor?

Self-monitoring is an effective tool for improving self-management skills and supporting academic, behavioural, and social development.

In a classroom setting, it teaches students to independently observe and record engagement in appropriate behaviour at a particular time. This strategy is used to increase desired behaviours.

Students who pay close attention to monitoring their behaviour are likely to react to the monitoring data collected and change targeted behaviours in the right direction.

This takes advantage of a behavioural principle: the simple act of measuring one’s behaviour and comparing it to an external behaviour or standard can result in lasting improvements in that behaviour.

A Step-by-Step Process for Implementing Self-Monitoring Behaviour

The process listed below is directed towards a teacher-student relationship. However, it can be tweaked for parents at home.

Self-monitoring in a classroom setting requires the student to be an active participant in the intervention. They will be given the responsibility of measuring and evaluating his or her behaviours.

Step 1 - Define target behaviour(s) for self-monitoring

Before you start teaching your student how to monitor their behaviour, both you and your student need to work together to identify target behaviours that need to be improved. By doing so, you are also teaching them to be more independent and responsible for their actions.

Which behaviours do they think are inappropriate in the classroom? Why do they engage in such behaviour? 

Some examples of desirable behaviours: 

Ψ Focusing on the task or assignment
Ψ Making positive statements to classmates
Ψ Completing maths problem sums

For each goal behaviour, it should have a clear, specific behavioural definition that provides observable “look-for’s” to indicate when the behaviour is being displayed. You can also role-play with the students examples and non-examples of the target behaviour (e.g. talking out of turn and raising his or her hand and waiting to be called on) to give the student a clearer understanding of when the behaviour is being displayed.

Step 2 - Choose a method for recording self-monitoring data

There are several ways to record self-monitoring data in the classroom. Below are some ways to record self-monitoring data:

Here are examples of a behaviour checklist, behaviour rating scale and a frequency count!

Step 3 - Choose a self-monitoring schedule

As self-monitoring requires periodical measurements of their own behaviour, both teacher and students have to decide on what schedule the monitoring will occur. Teachers should also gauge the capabilities of their students and decide on a schedule that will work best for them. We recommend starting with an easier one to follow. There are several options for this:

Step 4 - Decide on a monitoring cue

After determining a monitoring schedule with your student, you should then decide on a cue to trigger the start and end of a monitoring session.

Step 5 - Introduce simple rewards (Optional)

To motivate students, teachers may choose to reward students when they consistently engage in positive behaviours. They can do so by praising the child with positive comments upon displaying desirable behaviours. They can also reward them with simple tangible rewards (e.g. stationeries).

To figure out desirable rewards for students, teachers can observe the students’ behaviour in their free time (e.g. where they like to go, who they enjoy spending time with, or activities they often engage in) to get strong hints as to what rewards will be desirable for a student. 

Step 6 - Conduct periodic accuracy checks

Occasionally, the teacher should check the student’s self-monitoring data and procedures to ensure that he or she is recording accurately. This is especially important at the start of the monitoring when the student is new to this procedure. Random spot checks tend to result in higher quality self-recording data.

Step 7 - Fade the self-monitoring plan

Over time, the student is likely to achieve his or her behavioural goals. When this occurs, self-monitoring procedures should be faded, that is, gradually simplified or discontinued. This is to streamline self-monitoring goals so that it becomes sustainable over the long term while maintaining the student’s behavioural gains. 

Fading strategies may include reducing the monitoring questions over time (e.g. reducing a 6-item checklist for monitoring into a single question, “Am I ready to work?”), changing the monitoring cue to promote independence (from teacher-delivered cues to student-delivered cues) and monitoring less frequently (e.g. shifting from monitoring daily to monitoring twice per week).