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ERIC Number: EJ869682
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: ERIC
ISSN: ISSN-1074-2956
Self-Monitoring Strategies for Use in the Classroom: A Promising Practice to Support Productive Behavior for Students with Emotional or Behavioral Disorders
Menzies, Holly M.; Lane, Kathleen Lynne; Lee, Johanna Marie
Beyond Behavior, v18 n2 p27-35 Win 2009
The authors begin this article by introducing a student, Andy, who has emotional and behavioral disorders (EBD). Andy is the kind of student who needs to be given more responsibility for his own behavior. In this article, the authors illustrate why and how that can be done. The authors focus predominantly on the strategy of self-monitoring and how it can be used to address a variety of behaviors, with an emphasis on academic outcomes given that students with EBD struggle in all content areas. Specifically, they introduce the concept of metacognition and provide an overview of a range of metacognitive strategies that are available for use in promoting academic outcomes with students with and at risk for EBD. They highlight some recent studies that show how such strategies have been used successfully to support academic outcomes for students with EBD across the K-12 continuum. Next, they delineate step-by-step procedures for designing and implementing self-monitoring procedures in the classroom, followed by one illustration of how this strategy can be applied in an elementary/middle school setting. Finally, they conclude with a list of tips to ensure successful implementation of self-monitoring procedures by avoiding some common challenges. (Contains 2 figures and 2 tables.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A