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"For Teachers" header
SELF-MANAGEMENT
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Important Considerations

Consider variations and other components to add to the basic self-monitoring process. There are many variations of self-management (see A.K.A. table). The following are descriptions of some possibilities:
 
1.		  
Self-graphing: The student takes the data he collected on the target behavior and graphs it in order to see the progress he has made. For example, a student who is self-monitoring on-task behavior would count the number of times he was on-task and either enter that information into a computer graphing program, or more simply mark his data on a hand-drawn graph in order to visually see the progress he is making.
 
2.		  
Self-evaluation: This consists of the student evaluating herself on specified criteria using a number scale. For example, the student has two behavioral expectations to meet during class: Follow directions and Keep hands and feet to self. The student can rate herself on each expectation by giving herself either 2 points for meeting the expectation, 1 point for meeting the expectation most of the time, or 0 points for not meeting the expectation. The student is more than just monitoring her behavior; instead she is evaluating her behavior by giving more weight to the positive behaviors.
       
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