Empowering teachers with low-intensity strategies to support instruction: Self-monitoring in an elementary resource classroom

ABSTRACT

Self-monitoring is a low-intensity strategy teachers can use to support instruction in classrooms across the grade span in various instructional settings and content areas. This study extended the knowledge base by examining the effectiveness of self-monitoring through a systematic replication with three students with specific learning disabilities and attention deficit hyperactivity disorder in a fifth-grade resource classroom. Classroom teachers designed and implemented the intervention in collaboration with university researchers, including implementation by a student teacher and data collection supported by the classroom teacher. Self-monitoring resulted in increases in overall academic engagement and active academic engagement. Treatment integrity and social validity data suggested that the intervention was feasible and acceptable when implemented in collaboration with classroom teachers. Limitations, future directions, and tips for teacher implementation are presented.

KEYWORDS:

• Academic engagement
• ADHD
• behavior challenges
• learning disabilities
• low-intensity strategies
• self-monitoring
• Tier 2

Acknowledgments

The authors would like to thank Abby Seelig for her support with data collection.

Additional information

Notes on contributors

Robin Parks Ennis

Robin Parks Ennis, Ph.D., BCBA-D is an assistant professor at the University of Alabama at Birmingham. Her research interests include comprehensive, integrated, three-tiered (Ci3T) models of prevention and academic/behavioral instructional strategies to support students with and at risk for emotional or behavioral disorders.

Kathleen Lynne Lane

Kathleen Lynne Lane, Ph.D., BCBA-D is a professor at the University of Kansas. Her research interests include supporting the design, installation, and evaluation of (Ci3T) models of prevention, with an emphasis on systematic screening.

Wendy Peia Oakes

Wendy Peia Oakes, Ph.D. is an assistant professor at Arizona State University. Her research interests include practices that improve the educational outcomes for young children with emotional and behavioral disorders, specifically within (Ci3T) models of prevention.