Please enable JavaScript.
Coggle requires JavaScript to display documents.
Self-Monitoring - literature - Coggle Diagram
Self-Monitoring - literature
‘Using self-monitoring strategies to address behaviour and academic issues’ – Loftin, Gibb, Skiba
S-M Fosters independence
self-recording and tracking
S-M should focus on a positive tone
Collaboration with the learner during planning. What is good vs bad. Being explicit
S-M keeps students on track
It is flexible and can be used for academic and behavioural issues
time efficient
Not all students react well to positive praise - find an incentive that works for both parties
checklists and charts
record using timers
Using self-monitoring to increase independence - dunlap & Koegal
Transferable strategy
S-M should be easily obtained
Gradual implementation is effective
Instructional times may vary depending on goal and learner
initial supervision is required to ensure accuracy of self-monitoring
Checklists support S-M
utlize stop watch or timers
Implementation of a self-monitoring application to improve on-task behaviour (in high school) - Wills & Mason
Using technology is self-monitoring is highly motivating
Paper s-m vs technology s-m
In this study on task behaviour improved but disruptive behaviour was less improved
Improving academic & behaviour skills through self-management procedures - Prater 1994.
Easy to implement and minimal teacher input required
postive impact of on-task behaviour
shown to improve behaviour & academic skill
combines self-recording and self-assessment
written or visual representation should be within the students view
Increasing on-task behaviour in the classroom: extension of self-management strategies - Amato-Zech, Hoff & Doepke 2006.
S-M of attention is linked to positive academic performance
this study looked at on and off task behaviours
trained using SLANT
technology was motivating but less effective when faded out
Perspective that S-M can be disruptive and impractical
Classmates aware of s-m students can be stigmatizing