Behavior Bulletin
April 30, 2024
Classroom Scenario
Imagine in your classroom, you have noticed that many students struggle with managing their behavior and reaching their full potential. For instance, during math class, Tim often gets up during seatwork time and wanders around the room, while Lauren frequently answers problems incorrectly due to carelessness. Although you strive to support your students, it's challenging to monitor them closely all the time. You genuinely want my students to learn how to regulate their own behavior.
Intervention
Based on your observations, it was recommended to implement Self-Monitoring with Tim and Lauren...BUT WHAT IS THAT?
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What is Self-Monitoring?
A behavioral intervention strategy where students observe and record their own behavior
Self-Monitoring helps students engage in behaviors they are already capable of performing, rather than for learning or acquiring new skills.
Works best for behaviors that are frequent and observable.
Research-based intervention supported by meta-analyses showing moderate to large effect sizes
In reference to the scenario mentioned above, a self monitoring intervention would look like this:
For Tim, self-monitoring will take place during seatwork time in math. His cell phone will vibrate every two minutes to cue him to self-assess his on-task behavior. Tim will self-record his data on a sheet that is taped inside his math folder each morning.
For Lauren, self-monitoring will occur at the end of math class each day. You provide her with the answer key to the day’s practice problems so she can self-assess her accuracy. Lauren will self-record and graph her data on a sheet that I will give her at the beginning of each week.
Implementation Steps:
Self-Monitoring of Attention is helpful for students who may get easily distracted, move around too much, interrupt others, or play with objects in class.
For example, a student can keep track of how often they are on task during independent reading. This helps them see how often it happens and encourages them to stay on-task and focused.
Self-Monitoring of Performance is useful for students who want to keep track of how well they are doing in their schoolwork.
For instance, a student can monitor how many math problems they solve correctly during a practice session. They might write down the number of correct answers on a piece of paper after each activity. This helps them understand their progress and work towards improving their accuracy rather than speed in completing assignments.
2. Select Appropriate Tracking Method
Choose a method to track the student's progress in the behavior:
What to Track: Depending on the behavior and the goal, the teacher would want to collect interval, frequency, or duration data. (see links below for tracking examples). This data collection should be age appropriate and could be low tech or high tech depending on the situation.
Collect Baseline Data: Use the baseline data to monitor progress of the intervention over time.
3. Goal Set
Set Collaborative Goals: Using the baseline data, work with the students to agree to the intervention and set achievable goals. For example, together you might decide that the student will aim to remain in his seat during math class each week or use reach 85% accuracy in her independent my practice. This encourages ownership of their behavior and helps them see their progress.
4. Teach Self-Monitoring Procedures
Model the Process: Demonstrate how to use the tracking tools. For example, show the students how to fill out their self-monitoring charts and explain the importance of tracking their own behavior. This would include when to track (is there a timer or other cueing tool?)
Practice with Students: Allow time for students to practice using the tracking tools in a safe environment. For example, have them role-play raising their hands and using positive statements during a mock recess.
Provide Feedback and Support: Offer constructive feedback on their self-monitoring efforts. Praise positive behaviors and gently correct any missteps.
5. Fade Support Gradually
As students become more confident and proficient in their behaviors, slowly reduce the amount of support you provide. This could mean allowing them to self-monitor independently or needing fewer reminders to stay on task.
6. Monitor Progress and Adjust as Needed
Regularly check in on each student's progress. Review their self-monitoring charts and discuss their experiences. Be prepared to make adjustments to the tracking methods or provide additional support if needed. For example, if a student struggles with raising their hand, consider implementing a visual cue to remind them.
Sample Tracking Tools
Behavior Rating Scale: https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_self_monitoring_1.pdf
Behavior checklist: https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_self_monitoring_2.pdf
Frequency Monitoring: https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/self_management_self_monitoring_3.pdf
I-connect (free app): https://iconnect.ku.edu/
Google Forms for tracking: https://docs.google.com/forms/d/1VYe-Iqe7mcnBtCjy7VLvDoILQCGkszOBQQpA0jSjMBQ/copy
Tips For Implementation
Start Small and Build Gradually:
Begin with manageable tasks or changes that require minimal adjustment. As students become comfortable, gradually introduce more complex activities to build their confidence.Incorporate Technology:
Utilize educational technology tools that can make learning more engaging and interactive. These tools can also assist in tracking progress and providing immediate feedback, which can enhance understanding.Regular Check-ins:
Schedule frequent check-ins with students to discuss their progress and address any concerns they may have. This ongoing support helps to build rapport and ensures that students feel heard and validated.Positive Reinforcement:
Recognize and reward students for their efforts and achievements, no matter how small. Positive reinforcement can motivate students to continue participating and striving for improvement.
Student Support Specialists
Sarah Cato - EEA, CPES, WCES, THS, LIFE18
Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, OIS
Jennifer Sewell - DPES, LES, WES, WEST, NIS
Brianne Carbery - CES, CFES, CPJHS, TCES
Rodeliah Elloie - TES, RES, GOES, Connections Academy
Nikki Braddick- TIS
Audra Arnold - STAR
Behavior Specialist- Ami Phillips
Email: amiphillips@tomballisd.net
Phone: (281) 357-3140 x4126
Website: Behavioral Health Website- TISD
Location: Tomball Innovation Center (TIC)