Tier 2 · Targeted
Self-monitoring
Teach the student to track their own behaviour on a simple checklist at set times.
How to do it
- Define the target behaviour in student-friendly words (“Am I working on my assignment?”).
- Choose a cue: a vibrating timer, a tone every few minutes, or the end of each activity.
- Teach the student to mark the checklist honestly at each cue. Practise with examples and non-examples.
- At first, rate the student too and compare. Reward accuracy as well as good behaviour.
- Review the sheet together at the end of the session and celebrate progress.
- Gradually space out the cues and reduce adult checks.
Why it works
- Builds awareness and independence
- Needs little adult time once it’s running
- Works well for attention and work-completion issues
When to use it
- With students who can do the behaviour but forget
- For on-task behaviour, work completion, or calling out
- As a way to fade CICO or other adult-heavy supports
Tips and pitfalls
- Keep the sheet private and simple, such as a small card taped inside a folder.
- Pair with a reward for meeting goals early on.
Templates for this strategy
Self-monitoring checklist
A simple sheet students use to rate their own behaviour at set times. Edit the questions for your target behaviour.
Self-monitoring checklist.docxOn-task interval recording
Check whether the student is on task at regular intervals to measure engagement. Includes a peer comparison row.
On-task interval recording.docxHelps with
Not working after a fair trial?
Check that it’s been used consistently for 4–6 weeks and that your data shows the pattern. If so, look at the next tier of support for this behaviour.
Tier 3 · Intensive