Students with behavior problems often lack the self-regulation skills necessary for success. One strategy shown to improve these skills is self-monitoring. Traditionally, self-monitoring has been done using paper and pencil, with some sort of prompt to complete the procedures. Prompts have involved teacher cues as well as technology. Current innovation has resulted in using technology to both prompt and record self-monitored behaviors. This column explores the literature on technology-based self-monitoring, describes steps in the self-monitoring process with considerations for incorporating technology, and offers a classroom example of a student with attention-deficit/hyperactivity disorder using a self-monitoring application (i.e., app) on an iPad to improve behavior.
BedesemP. L. (2012). Using cell phone technology for self-monitoring procedures in inclusive settings. Journal of Special Education Technology, 27, 33–46.
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BedesemP. L.DiekerL. A. (2014). Self-monitoring with a twist: Using cell phones to CellF-monitor on-task behavior. Journal of Positive Behavior Interventions, 16, 246–254. doi:10.1177/1098300713492857
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BrieschA. M.ChafouleasS. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24, 106–118.
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BriereD. E.IIISimonsenB. (2011). Self-monitoring interventions for at-risk middle school students: The importance of considering function. Behavioral Disorders, 36, 129–140.
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BruhnA. L.GoinL.HasselbringT. S. (2013). SCORE IT [Software application].
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BruhnA. L.McDanielS.KreighC. (2015). Self-monitoring interventions for students with behavior problems: A review of current research. Behavioral Disorders, 40, 102–121.
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CarterE. W.LaneK. L.CrnoboriM. E.BruhnA. L.OakesW. P. (2011). Self-determination interventions for students with or at risk for emotional and behavioral disorders: Mapping the knowledge base. Behavioral Disorders, 36, 100–116. doi:10.1352/1944-7558-118.1.16
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ChafouleasS. M.Hagermoser-SanettiL. M.JafferyR.FallonL. M. (2012). An evaluation of a classwide intervention package involving self-management and a group contingency on classroom behavior of middle school students. Journal of Behavioral Education, 21, 34–57.
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CooperJ. O.HeronT. E.HewardW. L. (2007). Applied behavior analysis (2nd ed.). New York, NY: Pearson.
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EdyburnD. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80, 7–24.
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GoodmanR. (1997). The Strengths and Difficulties Question-naire: A research note. Journal of Child Psychology and Psychiatry and Allied Disciplines, 38, 581–586.
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GulchakD. J. (2008). Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention. Education & Treatment of Children, 31, 567–581. doi:10.1353/etc.0.0028
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HarrisK. R.FriedlanderB. D.SaddlerB.FrizzelleR.GrahamS. (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in the general education classroom. The Journal of Special Education, 39, 145–156. doi:10.1177/00224669050390030201
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JolivetteK.AlterP.ScottT. M.JosephsN. L.SwoszowskiN. Z. (2013). Strategies to prevent problem behavior. In TankersleyM.CookB. (Eds.), Research-based practices in special education (pp. 22–33). New York, NY: Pearson.
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LaneK. L.MenziesH.BruhnA. L.CrnoboriM. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
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LarsonK.RussS. A.KahnR. S.HalfonN. (2011). Patterns of comorbidity, functioning and service use for US children with ADHD. Pediatrics, 127, 462–470. doi:10.1542/peds.2010-0165
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SheffieldK.WallerR. J. (2010). A review of single-case studies utilizing self-monitoring interventions to reduce problem classroom behaviors. Beyond Behavior, 19(2), 7–13.
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SzwedK.BouckE. C. (2013). Clicking away: Repurposing student response systems to lesson off-task behavior. Journal of Special Education Technology, 28(2), 1–22.
