Introduction to Positive Ways of Intervening with Challenging Behavior

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Self-Monitoring... a proactive intervention for the classroom This Intervention Tip Sheet has been developed to assist teachers and parents in providing the best possible educational opportunities to students with emotional and behavioral disorders. This Tip Sheet was published by the Institute on Community Integration, College of Education, University of Minnesota, Minneapolis and was authored by Kareen Smith of the Institute. Introduction Self-monitoring involves having a student keep track of his or her behavior. During research involving students monitoring their own behavior, it has been observed that subjects alter their behavior simply after consciously keeping track of it. One reason for such change is that self-monitoring helps decrease impulsivity by training the student to be aware of his or her behavior. The implications of this finding are easy to recognize. First, this intervention is useful in helping a student become aware of his or her behavior. Secondly, self-monitoring is a valuable tool in achieving generalization of appropriate behavior to other contexts, i.e., classrooms. Finally, self-monitoring has the benefit of actively involving the student in the process of behavior modification. How can self-monitoring be used in the classroom? Self-monitoring can be used to increase or decrease behavior, to teach new skills, and to help a student maintain appropriate behavior in a different environment. Studies have been conducted showing Self-monitoring to be effective in the following specific areas: • teaching neat-paper skills • increasing on-task behavior • increasing productivity • assignment completion • reducing calling-out behavior • increasing positive statements • decreasing negative statements How does a student monitor him- or herself? There are several methods which are commonly used: Frequency counts: The student tallies each occurrence of the target behavior. This can be done by making hash marks on a piece of paper, circling numbers, putting items in a container, etc. Frequency counts are most helpful in monitoring behaviors such as task completion (i.e., one hash mark per worksheet completed) and specific behaviors such as calling out or making positive/negative statements. Interval counts: After a specific time interval, the student is signaled to record their behavior. Teachers often use cassette tapes which play a tone, such as a bell chime, after each interval. For example, the chime might sound every two minutes at which time the student should ask him- or herself a question such as "Was I following classroom rules?" or "Was I on task?" Then they would put a hash mark in a "yes" or "no" column or write a "+" or "-" on their monitoring card. Students can also rate themselves on a continuum; they were not on task, sometimes on task, or almost always on task. When beginning the program, intervals of 40-45 seconds are recommended.
Gradually increase intervals to as long as 12-15 minutes. This method is most useful in monitoring on-task behavior, increasing appropriate classroom behavior, and decreasing disruptive behavior. Independent monitoring: With this method, the student monitors his or her behavior whenever he or she thinks about it. This would be used for the same types of behaviors as those in the interval count method. This is useful when the student is in a different classroom from where the behavior modification normally occurs. A student might, for example, carry a self-monitor card to each class and after class rate his or her performance during class in terms of participation and on-task behavior. How do I begin using self-monitoring in my classroom? The first step to take is to define the behavior to be measured. This should be discussed with the student to help insure that your interpretations of desired and undesired behavior are the same. You should then together decide on how best to measure the behavior. This may be different for each student. Training is then necessary. If this technique is to be used to teach a new skill, give instruction in the skill first. Instruction should then be given on the self-monitoring method to be used. Modeling of self-monitoring should be done for the student. The student should then be given the opportunity to practice the self-monitoring procedure. Feedback should be given on the students progress and he or she should be given further opportunity to practice, if necessary. Reliability checks should also be done periodically. In order to check reliability you should make opportunities to measure the student's behavior, along with him or her, and compare your results. Depending on the cognitive abilities of the student, a 20-minute training session should suffice before implementation of the program. It is recommended that, to begin, the student only monitor one behavior. After he or she becomes adept in the procedure, it may then be possible for him or her to monitor two or three behaviors. While accuracy of recording may enhance the degree to which the student's behavior improves, it is not a significant factor. Factors which do improve results are: Monitoring a positive behavior rather than a negative one. Focusing on a negative behavior (i.e., calling out) may cause the student to feel negative about him- or herself, while counting the occurrence of positive behavior (i.e., raising hand and waiting to be called on) puts the student in a positive light. Using an obtrusive recording device. It is more effective to have a large piece of paper taped to the child's desk than a small card. This will help the student to remember to record behavior and serve as a reminder to modify behavior. Using reinforcers to motivate change. Once the program is implemented and the child is aware of his or her target behavior, introduce reinforcers for the positive behavior. This may help in motivating the child to improve that behavior. References Abramowitz, A.J., & O’Leary, S.G. (1991). Behavioral interventions for the classroom: Implications for students with ADHD. School Psychology Review, 20, 220-234. Burke, J.C. (1992). Decreasing classroom behavior problems: Practical guidelines for teachers. San Diego: Singular Publishing Group, Inc. DiGangi, SA., & Maag, J.W. (1992). A component analysis of self-management training with behaviorally disordered youth. Behavioral Disorders, 14, 281-290. James, DA. (1990). Behavior modification proiect: Reducing and controlling calling out behaviors. ED319171. Webber, J., Seheuermann, B., McCall, C., & Coleman, M. (1993). Research on self-monitoring as a behavior management technique in special education classrooms: A descriptive review. Remedial and Special Education. 14, 38-56. This publication was supported by Grant #H029K20171, Special Project to Provide Technical Assistance, Inservice Training and Site Development for Positive Behavioral Support Strategies for Students with Disabilities from the U.S. Department of Education. The University of Minnesota is an equal opportunity employer and educator.
Page 1 and 2: Introduction to Positive Ways of In
Page 3 and 4: Attention Deficit Hyperactive Disor
Page 5 and 6: Mash, E.J., & Terdal, L.G. (1988).
Page 7 and 8: to be completed in order to establi
Page 9 and 10: homework” passes are examples of
Page 11 and 12: Cooperative and interpersonal skill
Page 13 and 14: • Jigsaw tasks so that each team
Page 15 and 16: Cuing... a proactive intervention f
Page 17 and 18: References Burke, J.C. (1992). Decr
Page 19 and 20: How do I bring about a long-term ch
Page 21 and 22: Differential Reinforcement... a pro
Page 23 and 24: Hostile-Aggressive Behavior... prev
Page 25 and 26: Stick to and periodically evaluate
Page 27 and 28: Maintenance and Generalization... b
Page 29 and 30: Modeling... a proactive interventio
Page 31 and 32: Passive Aggressive Behavior... prev
Page 33 and 34: You also need to find a way to keep
Page 35 and 36: Peer Tutoring... a proactive interv
Page 37 and 38: Physical Restraint... an emergency
Page 39 and 40: What should I do when violence seem
Page 41 and 42: not attacking him and she is avoidi
Page 43 and 44: work which they may not see or may
Page 45 and 46: What are the advantages of positive
Page 47 and 48: Isn't giving reinforcement like bri
Page 49 and 50: This publication was supported by G
Page 51: eginning maintenance of a reasonabl
Page 55 and 56: How do I shape a behavior which the
Page 57 and 58: * Natural and/or logical. * Related
Page 59 and 60: Token Economies... a proactive inte
Page 61 and 62: Is there anything else I should con
Page 63 and 64: cognitive behavioral modification B
Page 65 and 66: generalization The exhibition of be
Page 67 and 68: atio schedule of reinforcement The
Page 69 and 70: Bibliography Abramowitz, A.J., & O
Page 71: Rutherford, R.B. Jr., & Nelson, C.M

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