Implement school-based self-monitoring by selecting and defining a target behavior, then adding self-assessment and self-recording¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 quant-synthesis), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article's implementation analysis supports a recipe: practitioners implementing self-monitoring should begin by "selecting a target behavior" and "defining the target behavior", then build in "self-assessment, and self-recording". The analysis found much of the intervention's effects are based on these four key components, and higher student involvement is associated with stronger effects.

Design Implications¶

Context¶

Requirements¶

• A target behavior must be selected and defined before self-assessment and self-recording procedures are introduced

Constraints¶

Target Learners¶

• students with autism spectrum disorders in school settings

Target Learning Goals¶

• behavioral self-management and on-task, social, and academic engagement behaviors

Claims¶

• Self-monitoring intervention effects rest on four key components: selecting a target behavior, defining it, self-assessment, and self-recording [+W]
• Self-monitoring interventions produce strong effects for students with ASD across behavioral targets and school settings (overall Tau-U = .83) [+W]
• Higher levels of student involvement in self-monitoring lead to stronger intervention effects (preliminary evidence) [+W]

Related Strategies¶

• Self-Monitoring of Behavior
• SOAP (Specific, Observable, Appropriate, Personal)

Examples¶

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Key Sources¶

• Davis, J.L., Mason, B.A., Davis, H.S., Mason, R.A., & Crutchfield, S.A. (2016). Self-Monitoring Interventions for Students with ASD: a Meta-analysis of School-Based Research. Review Journal of Autism and Developmental Disorders, 3, 196–208. https://doi.org/10.1007/s40489-016-0076-y