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It describes students observing, evaluating, and recording their behavior, targeting independence and positive outcomes, and supporting generalization beyond initial training. The guide outlines two common approaches: monitoring/presence recording and self-rating against pre-specified criteria. 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Hicks, Michigan State University  \nDiana M. Wiggins, University of Illinois at Chicago  \nSelf-Monitoring Systems to Improve Behavior Outcomes for Students With Comorbid Academic and Behavior Difficulties | 2  \nThis project was supported in part by Grant H325H190003 from the U.S. Department of Education, Office of Special Education Programs (OSEP) . Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education, and no official endorsement by it should be inferred.  \nThis product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be: Avina, A. , Boyle, J. , Duble Moore, T. , Hicks, E. A. , & Wiggins, D. M. (2022) . Practice Guide: Self-Monitoring Systems to Improve Behavior Outcomes for Students With Comorbid Academic and Behavior Difficulties.  \nWashington, DC: US Department of Education, Office of Special Education Programs.  \nFall 2022  \nGraphic services supported in part by EKS NICHD Grant \\#1P50HD103537-01 to the Vanderbilt Kennedy Center.  \nSelf-Monitoring Systems to Improve Behavior Outcomes for Students With Comorbid Academic and Behavior Difficulties | 3  \nContents  \nWhat Is It? .......................................................................................... 4  \nFor Whom Is It Intended? .................................................................. 5  \nHow Does It Work? ............................................................................ 6  \nHow Can Families Support Implementation? ................................... 11  \nHow Practical Is It? ............................................................................ 12  \nHow Adequate Is the Research Knowledge Base?........................... 12  \nHow Effective Is It? ............................................................................ 13  \nWhat Questions Remain?.................................................................. 13  \nWhere Can I Learn More? ................................................................. 14  \nReferences ......................................................................................... 15  \nSelf-Monitoring Systems to Improve Behavior Outcomes for Students With Comorbid Academic and Behavior Difficulties | 4  \nWhat Is It?  \nThe purpose of self-monitoring systems is to develop students’ self-determination skills by improving the awareness of their own behavior. Crucial components of a self-monitoring system include students observing, evaluating, and recording their own behavior that is explicitly defined; students striving for independence and maintaining positive outcomes; and generalization of these skills beyond the initial training setting (Bruhn et al. , 2015) .  \nSelf-monitoring is a strategy that teaches students to self-assess their behavior and  \nrecord the results. Though it does not create new skills or knowledge, self-monitoring  \ndoes increase or decrease the frequency, intensity, or duration of existing behavior.  \n(IRIS Center, 2022) .  \nAmong the two most common self-monitoring approaches include,(a) a student monitors and records the presence of a behavior and (b) a student rates their own behavior according to a set of pre-specified criteria. In the following sections, we describe the benefits of self-monitoring and these two common approaches.  \nSelf-monitoring is a useful system that allows a student to track their own behavior, receive feedback, and access contingent reinforcement. Nelson et al. (2019) explains the benefit of using self-monitoring systems is improved use of executive functioning which can","cbCailLILnWvfS8F","https://ap.wps.com/l/cbCailLILnWvfS8F","pdf",370612,16,"English","# What Is It?\n## Purpose of self-monitoring systems\n## Core components and mechanisms\n# For Whom Is It Intended?\n## Target students with comorbid academic and behavior difficulties\n# How Does It Work?\n## Two common self-monitoring approaches\n## Observing, evaluating, recording\n# How Can Families Support Implementation?\n## Home support and consistency\n# How Practical Is It?\n## Classroom implementation without simultaneous counting/rating\n# How Adequate Is the Research Knowledge Base?\n## Evidence coverage and citations\n# How Effective Is It?\n## Expected outcomes and benefits\n# What Questions Remain?\n## Open issues and future considerations\n# Where Can I Learn More?\n## References and additional resources","[{\"question\":\"What is the purpose of self-monitoring systems in this guide?\",\"answer\":\"The guide describes self-monitoring systems as a way to develop students’ self-determination skills by improving awareness of their own behavior. It emphasizes observing, evaluating, recording, and generalizing skills beyond the initial setting.\"},{\"question\":\"What are the two most common self-monitoring approaches?\",\"answer\":\"The guide lists two common approaches: (a) a student monitors and records the presence of a behavior, and (b) a student rates their own behavior using pre-specified criteria.\"},{\"question\":\"How does self-monitoring benefit students with comorbid academic and behavior difficulties?\",\"answer\":\"The guide links self-monitoring to improved behavior outcomes and stronger executive functioning, which supports independence and academic outcomes. It also notes potential classroom benefits such as decreased off-task behavior, allowing more instructional time.\"}]","Intensive Intervention Practice Guide - Self-Monitoring Systems to Improve Behavior Outcomes for Students With Comorbid Academic and Behavior Difficulties | PDF"]