Executive Function

Self-monitoring is when students can find and fix their own mistakes.

• According to Amato-Zech et al. (2006), self-monitoring is a two-step process.
  • Step one is self-observation; the student will check in with themselves to determine if they are doing what they are supposed to be doing.
  • Step two is self-recording; the student will record the results of their self-observation (Amato-Zech et al., 2006, p. 211).
• Self-monitoring in the classroom can be done as a whole class or on an individual level.
  • For the whole class, the teacher sets up an audio cue (like a bell or chime) that alerts students it is time to self-observe.
  • On an individual level, students can wear a device such as the MotivAider that vibrates at set intervals alerting the student that it is time to self-observe.
• “Students with and without disabilities can learn to use self-monitoring to regulate their own behavior and enhance independent activity”, therefore self-monitoring is a very appealing strategy to use in the classroom (Amato-Zech, Hoff & Doepke, 2006, p. 211).
  • Moore et al. (2013), tested the MotivAider among typically developing students and found the self-monitoring device significantly improved on-task performance for all students participating in the study (p. 219).
• Self-Monitoring Resources
  • Get Ready, Do, Done
  • Working Clocks
  • Time Robbers

Posted classroom schedules

Timers

• Auditory Timers
  • Ring a bell or chime at a set time prior to transitions
• Visual Timers
  • Teach students to look at the timer to see how much time remains

Have students time themselves doing tasks to gain a sense of how long it will take them to do things.