Student Self-Monitoring is SO Powerful!

I am a huge fan of student self-monitoring! Whenever possible, students should be self-monitoring. While my focus of this post is on self-monitoring behavior, students should also be self-monitoring their academics too! 

Self-monitoring is SO powerful! It makes students more conscientious of how often their behavior occurs, holds them accountable, decreases behaviors, teaches them independence and the best part for teachers, it puts the data collection in your students' hands; allowing them to collect your data for you! Who wouldn't want someone else to take their data, right!?

When we are constantly reminded of something over and over, we tend to change it or remember it. If you, the teacher, is the only one monitoring their behavior, are they even aware of how often they are engaging in a behavior?? Let's say I have a student that hand flaps. If I silently mark a tally every time she hands flaps, yeah, I've got my data, but how am I teaching her not to hand flap? Or furthermore, how do I teach her how to stop hand flapping!? Self-monitoring also teaches the appropriate behavior to your students!!!

I can also say from firsthand experience, when students monitor their own behavior, behaviors diminish at a much quicker rate. Depending on the behavior, sometimes in a matter of days. For instance, I recently broke a student from putting his hands in his pants in 4 days, because he got tired of going all the way across the room to mark his chart every time he did it. As students become more conscientious of their behavior, I see them begin to catch themselves and refrain from engaging in the behavior. 

Here are some different examples of how I have my students self-monitor their behaviors. Keep in mind...just like we have to differentiate everything in our classrooms, self-monitoring is no different. 

This is my utmost favorite data collection tool that I use in my classroom. I simply LOVE the way it graphs itself. You'll see a sample below. 

This is the one I used for my student that was putting his hands in his pants. Each time he engaged in this behavior, I say, "Go mark your chart, your hands are in your pants." He puts a line through the next number for the date and at the end of each day, I circle the last number marked and connect the circles for an instant graph! It doesn't get much easier than that! And by all means, we do not want to make it convenient for them, so I always place the chart on the other side of the room, requiring them to get up, walk to it, and mark it. This is very important!

I'm sure some of you are saying, "My students wouldn't be able to that." A third of my students in grades 3-5 are high functioning, so they are able to do this, and for some I do hand-over-hand. For others that don't get this and need something more visual, I use this self-monitoring tool, which is the same concept. 

I still say, "Go mark your chart [and state the behavior]", but the student places a sad face on the Velcro strip. I then count those up at the end of the day and transfer them to the frequency sheet/graph I showed you above.  

For my students that have more aggressive and defiant behaviors and are escalated by being asked or may even refuse to mark a chart, these kids LOVE their "Cool Points Charts!" And I do too! This is second favorite tool for self-monitoring. 

This is one I am currently using with a newer student that just joined The Bender Bunch Family in December due to behaviors only. I have had great success with my Cool Points Charts and have been using these with my students for over 4 years! Every hour he and I do a "Cool Points Check." He fills it out. If he did it, he gets 3 points, if he did it sometimes, he gets 1 point, and if he didn't do it, he gets 0 points. Then, he gets the reinforcement that matches his points earned on the right. This allows for even those most aggressive and challenging students to still reap some reward and feel some success in life by at least earning a simple snack for trying. Just one point earns this child a snack for his efforts, but again I differentiate these depending on the student and the severity of their behaviors. He is self-monitoring his behaviors and these are filed in his binder as data....and might I add, his transformation has been remarkable. He can't wait to check his Cool Points every hour. 

This is a great self-monitoring tool that I use with students that have trouble marking the frequency chart, but can color, and only have up to 10 incidences per day. Each time they engage in the behavior, they color in a rectangle.

 This one is like above, but for students that engage in their behavior more frequently and need to self-monitor each hour. 

 The template below is copied on the back of the charts above and lists the student's pre-determined reinforcer menu according to reduced number of incidences. So, on this one it is the opposite of the Cool Points Charts. They will earn their best reinforcer based upon less points.

 For students that are having difficulties in Specials; Art, P.E., Library, etc. I use these. With these, students receive their best "A" reinforcer for "Awesome," a smaller "B" reinforcer for "OK," and in this case, "No Reward" for "Not Cool" Behavior. Again, it really depends on the student as to how I critique these. 

 This one is like above, but adapted for students that need more visuals, and not words.

 Some teachers like to use a Behavior Contract. I personally rarely use this tool for my students, as they need daily, minute-by-minute, or hour-by-hour monitoring, but it serves as a great tool for students that may have less frequent behaviors that don't occur on a daily, minute, or hourly basis and for students with long term goals. 

I hope you will try self-monitoring in your classroom and that it will be as successful for you as it is in my classroom! As an exclusive follower of The Bender Bunch and a WE TEACH SPED fan, you can download all of the EDITABLE self-monitoring tools I explained above {here} for free and start student self-monitoring in your classroom today!!!

Follow along next month where I will be posting about free classroom websites to use in your classroom and how I run and color code my differentiated classroom centers. 

The Ins & Outs of Data Collection

Data collection is not every teacher's cup of tea and some even cringe at the word! But let's face it. Data is the driving tool of our instruction and interventions, whether we're talking about academics or behaviors. 

Today's focus is on BEHAVIOR data collection. Here are some simple "ins & outs" to make data collection your cup of tea and a breeze!

1. If you're taking data on every single thing and every single day, STOP! You don't have to take data on every.single.thing! Or even every.single.day! Stop killing yourself!

2. Pick ONE behavior to target and collect data on at a time. Once you shape that behavior, you can move on and target another behavior. Start out slow with the least difficult behaviors first.

3. Decide if you'll be collecting data on the frequency, duration, intensity, or all three? This will depend on the behavior you are targeting.

4. Pick a day/time that you will take data...and NOT every day!

5. Delegate some of your data collection to your paras. 

6. Toss out all of those data sheets. You don't need 50 million data sheets. Don't make it rocket science! Find 3-4 sheets that are versatile and that work for you! I'll share mine below.

7. Whenever possible, let your students take your data for you! YES!

8. Keep a separate "Behavior Binder" for each student that you are working on behaviors with.

These are the only 4 data collection tools I use in my classroom for behavior. They work like a charm for every behavior I need to collect data on. Let's take a look!

This tool below (front & back) is really the only tool you need as you can record duration, frequency, intensity, and documentation ALL on this one form alone! You can also note the setting and see the times of day the behaviors are occurring. I love having everything in one place.

 I use this tool for my students that have more severe behaviors and exhibit multiple behaviors throughout the day. Severe behaviors are always documented. These forms are stored on a clipboard like so, and then filed in their "Behavior Binder" at the end of each day by one of my paras. 

For these students, I then graph the percentage of the day they were off task or engaging in inappropriate behaviors on my "Percentage Graph." 

I do this by adding up the number of minutes the behavior occurred and then divide it by the number of minutes the child was charted or observed. That gives me the percentage of time they were off task each day. I circle it on the graph and connect the dots for a simple graph. I can analyze it quickly to see if there has been a decrease in behaviors which tells me if my interventions have been effective. It is also a nice visual to show to parents and other individuals involved with the student.

I can delegate this task to my paras or I can collect this percentage data on the day/time that I chose to cancel whole group/teacher directed center to collect data.

While I CAN use the first tool for collecting data on any behavior, for mild behaviors or when I'm targeting a single behavior like whining, hand flapping, being out of seat, etc. I like to use this simple, self-graphing frequency tool. 

 It doesn't get any simpler than this. Each time the behavior occurs, the chart is marked and at the end of each day circle the last number marked and connect the dots for an instant graph. The BEST PART! My students collect my data for me! If your students are capable, have them mark their own charts each time they engage in the targeted behavior. This holds students accountable for their own behaviors and self-monitoring is so powerful! Read more about the power of student self-monitoring here and grab more self-monitoring tools. 

I don't use this one as frequently, but if you're collecting data on a behavior that occurs too frequently to count, or a behavior that doesn't have a clear beginning and end; such as "stimming" for example, Momentary Time Sampling is the perfect tool to use.

Print these four data collection tools off here and simplify your data collection today!

Also includes this Cheat Sheet to assist you with calculating how to measure each behavior.

If you're looking for more specific tips  
on simplifying academic data collection, you can read more about that here. 

For even more on Behavior Data Collection, check out "The Ultimate Behavior Toolbox" here.

Decrease Behaviors with Self-Monitoring

Last year I shared the importance of having students chart the frequency of their own behaviors. It holds them accountable and makes them more conscientious and aware of the frequency of their behavior. I have also found that it becomes an intervention tool as well, because students get tired of getting out of their seats all the time to mark their charts, and especially when they're doing something they really like.

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. 

The ULTIMATE BEHAVIOR Toolbox

The Ultimate Behavior Toolbox has finally been released and I'm so excited!!! Scheduled for the end of June and just a few days late, but I promise it will be worth the wait! 

If you're struggling with behaviors in your classroom, The Ultimate Behavior Toolbox is here to the rescue! Whether you're a general Ed teacher, special Ed teacher, or a brand new teacher, this kit will assist you in dealing with frustrating, agonizing behaviors that have you at your wits end! And if you're a new teacher that just simply doesn't know where to begin; this toolbox has everything you need to set up a successful behavioral management system in your classroom!

These informational pages will guide you every step of the way; from how to collect data and conduct a reinforcer assessment, to how to develop a behavior plan and a crisis management plan.

Simplified data collection tools with detailed directions and samples! You will love my self-graphing sheets! Phenomenal! And look, some of them are even editable!

Struggle writing behavior plans?? Don't even write them half the time when you know you should? No fear! I will walk you through the process and simplify behavior plans with you!

If you've read my other behavior posts before, you know that I am a BIG fan of self-monitoring!!! Self-monitoring is powerful! Not to mention, it saves you a ton a work! Whenever possible, my students keep my data! Now yours can do it too!

Set up an effective clipchart system in your classroom with my easy step-by-step instructions...AND take home sheets in 3 different formats! 

Other essential forms that include a behavior summary for other staff members to sign off on and a cheat sheet for calculating intensity, frequency, and duration. 

Whole group token board, menu token boards, and more! Also includes my Token Board Bundle of 26 token boards from my store. 

I use the "Cool, not cool" program in my classroom, adapted from Ron Leaf of Autism Partnership. It's very effective and I've included the cards in the toolbox!

Teaching and shaping a behavior requires many tools, including patience and consistency. It does not happen overnight. It can sometimes take weeks or even a year or two to teach students with more sever disorders.

This ultimate toolbox includes every single form, tip, and trick that I use in my classroom! I have been very successful at shaping and changing behaviors in my classroom and I am happy to finally consolidate all of these successful resources to share with you!

And look at all of the editable forms!! Easily customize the forms in Adobe to meet your students' needs!

Take a look here!

BEHAVIOR BASICS in a Nutshell

Frustrated with behaviors? Need some guidance?Last month my principal asked me to put together a presentation to help general Ed teachers at my school manage and deal with behaviors in their classrooms. I could easily spend an entire day presenting on behaviors, but I was only given 1 hour to present! So I put together the most important tips and strategies that would be the most helpful for teachers into what I call, "Behavior Basics in a Nutshell."

I'm sharing it here today as I know that many of you will also appreciate and benefit from this information. There's also a link at the end where you can download the presentation and share with your staff.

I have left the 504 plans and RTI behavior referral process slides out of this post as this will look different at each school.  

You can download the A-B-C Chart here!

I cannot say it enough, finding the FUNCTION is SOOOO crucial! I so often see teachers "feeding the behavior," because they don't know the function! For instance, if we have a child that is misbehaving to avoid completing his work and we place him in a timeout each time, we have given him what he wants. He got out of doing his work and not only is he happy now, he will engage in this behavior every day now when he wants to get out of doing his work. You can view the video link above here.  

These are just a few of the most commonly used, but not limited to.

Another common mistake I see frequently. Sometimes you have to pick your own battles. If they're not hurting anyone or anything, Ignore it! Provide positive reinforcement to the students that are behaving. This is especially important if the function of their behavior is to seek attention like the video we watched. Also, reinforcement needs to be given immediately, even if it's a token, a high five, or a skittle, to prolong that BIG reinforcer! I too often hear teachers when I ask how they're reinforcing the student for good behavior say, "If they behave or complete their work all week I give them a prize on Friday." NOOO! This doesn't work!

Find out what the student likes and only allow it contingent upon good behavior! I don't have a strict "no toys allowed at school" policy. I actually like it when my students bring toys to school. The minute they arrive, I immediately take the toy and use it as a reinforcer that day.

Be careful not to bribe. Bribery is when a student is already engaging in an inappropriate behavior and you say, "If you stop doing this, I'll give you this." 

Consistency and strong classroom management is KEY! Sometimes, even though not natural for teachers to do, you have to set academics aside and focus on the behavior alone!

You can download the point sheet that some of my students use in specials (art, PE, music, library) here.

You can read more about self-monitoring and download the self-monitoring tools I most frequently use in my classroom here.

Baby steps! Most of these children experiencing behaviors in our classrooms live in a punitive and negative world. We must provide set them up for success!

You can download this presentation here. Feel free to share with your staff and fellow teachers as well. As I said in the beginning of this post, I could spend an entire day, probably even two days discussing behavioral practices in the classroom! While this is only a brief overview, I hope you found these Behavior Basics helpful! Feel free to post any questions you may have about these tips and strategies in the comments and I can provide you with more direction!

If you're looking for more in depth behavioral support, I offer a comprehensive behavioral toolbox here that provides detailed step-by-step information on each of these slides and is packed full of token boards, charts, and everything you'll need to get you started with shaping behaviors in your classroom! 

And BTW, Happy Teacher Appreciation Week! Scroll down to my next post and enter the Teacher Appreciation Giveaway!