The chart below shows an example of a child that is charting her hand flapping. Every time she hand flaps, I simply say, "Cool hands ______, go mark your chart." She then simply crosses through the next number. I also want to make sure the chart is a distance from her seat so it requires her to get up out of her seat to mark it. Placing it on the child's desk would be too convenient for them!
But what about those students that aren't capable of crossing out a number on a chart like this and need a more simple method?? How do we help these students be accountable for self-monitoring?
This is what I use for those students.For this particular student we are working on her staying in her seat and in her personal space. Each time she is out of her seat without permission or invades another student's space, she must take a sad face from the pink container and place it on the velcro. Even as a first grader with Down's she totally understands what a sad face is and does not like it when she has to put one on her chart. For a student that does not completely get the meaning of the sad faces, that student is placed in a short time out after each sad face is placed on the chart to help them connect the meaning.
At the end of each day, one of my aides or myself counts the number of sad faces and marks it on the frequency collection chart that I showed you above.
You can grab a copy of the Behavior Frequency Chart here.
I hope these tips will help you with your self-monitoring strategies in your classroom.