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Behavior Intervention Plan: Self Monitoring. Holleran

Behavior Intervention Plan: Strategy Self-Monitoring, 5th Grade Student

Kristin Holleran (Sekuterski)
St. Bonaventure University
March 6, 2015

Behavior Intervention Plan: Self Monitoring. Holleran

Abstract: A behavior intervention plan was put in place for a student was continuously off task.
This student would be talking out, talking to or yelling at peers, walking around the room,
singing, or fidgeting. This was not only a disruptive behavior for himself, but would distract his
peers. The behavior intervention plan required the student to take responsibility and self-monitor
behaviors as well the teacher.

Key Words: Behavior, Behavior intervention plan, Disruptive, Off-task, Self-Monitor, Target
behavior

Literature Review:

Behavior Intervention Plan: Self Monitoring. Holleran

Functional behavior assessments as well as behavioral intervention plans are increasing

in schools due to the increasing number of behaviorally diverse students in schools (Schumate,
Willis, 2010). The majority of school-based discipline office referrals are due to disruptive and
distracting behaviors (Schumate, Willis, 2010). Currently IDEA does not identify what exactly
represents a valid FBA, therefore there is no current single protocol for schools. (Schumate,
Willis, 2010).
There are three common sources of reinforcement behaviors of behavior problems which
include, teachers attention, attention from peers, and to escape from educational demands
(Schumate, Willis, 2010). High levels of off task behaviors in a classroom can be an alarming
problem for teachers (Moore, Anderson, Glassenbury, Lang, & Didden, (2013). Low levels of
on-task behavior may also have detrimental effects on the instructional process within the
classroom, both for teachers and other students (Moore, et. al. (2013).
Self-management is an encompassing term which refers to techniques in which the
student takes responsibilities for some or all components of an intervention (Davis, Dacus,
Bankhead, Haupert, Fuentes, Zoch, Lang, 2014). Self-monitoring is a commonly utilized selfmanagement approach in which one systematically observes and records ones own behavior
(Davis, et al. 2014). This technique may be used to increase positive behaviors while decreasing
negative behaviors (Davis, et al. 2014). A study done by Davis, Dacus, Bankhead, and Haupert,
analyzed the effects of students who used self-monitoring behaviors as well as positive
reinforcement. This allowed for students to achieve a tangible award for staying on task.
During self-monitoring student involvement may be varied (Davis, et al. 2014). The
student may be involved in areas such as target behavior and goal, selections of reinforcements,
as well as recording the behavior (Davis, et al. 2014). Self-monitoring may be used

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independently, but is frequently paired with positive reinforcement to reach or maintain the target
behavior goal (Davis, et al.2014).
A direct result of the study indicated that self-monitoring with positive reinforcement
resulted in participants having a greater on task behavior than when self-monitoring was used in
isolation (Davis, et al. 2014).
The strategy of self-monitoring, metacognition, is a strategy that can be used to address a
variety of behaviors with a focus on academic outcomes (Menzies, Lane, & Lee, 2009).
Metacognition is an area of research that offers effective learning techniques for students who
do not automatically reflect on, evaluate, and address breakdowns in their learning process of
behavior (Menzies, Lane, & Lee, 2009). Metacognition could result in a student relying on
responses that are ineffective (Menzies, Lane, & Lee, 2009). Self-monitoring is an action that
requires a student to actively think about the situation, evaluate it, and decide on a course of
action (Menzies, Lane, & Lee, 2009).
Self-monitoring is a process that includes observing ones behaviors as well as recording
(Menzies, Lane, & Lee, 2009). This requires the student to determine if the target behavior goal
has occurred (Menzies, Lane, & Lee, 2009). The student will also engage in self-evaluation as
well as goal setting (Menzies, Lane, & Lee, 2009).
Behavioral self-monitoring, is effective across a broad range of behavioral domains,
including promoting healthy behaviors, reducing problem behaviors, and even increasing
workplace safety and productivity (Olson, Schmidt, Winkler, Wipfli, 2011). There are several
techniques that have shown to increase positive behaviors including verbal commitments (Olson,
et al. 2011).

Behavior Intervention Plan: Self Monitoring. Holleran

Giving students choice in target behavior gives the student higher motivation in behavior
change, as well as choose a behavior in which themselves want to change (Olson, et al. 2011).
A study done by Olson, Schmidt, Winkler, and Wipfli, focused on using four various
groups for its data. Group 1, choice of target behavior and self-monitoring training, group 2,
choice of target behavior without self-monitoring training, group 3, no choice behavior with selfmanagement training, and group 4, no choice target behavior and no self-monitoring training
(Olson, et al. 2011).

Group one indicated the most amount of success when compared to each

of the other various groups. Those who had choice in their target behavior indicated more
growth than those without. Participants with self-monitoring training indicated more growth
than those without the training (Olson, et al. 2011).
Self-monitoring has shown to be an affective strategy for both general and special
education teachers (Sheffield, Waller, 20120). Self-monitoring, or self-recording, typically
include an intervention of a student keeping track of how frequent an off task behavior occurs
(Sheffield, Waller, 20120). IDEA of 2004, states that positive behavioral interventions should be
developed for students whose behavior has been determined to impede their own learning or the
learning of others (Sheffield, Waller, 20120). Self-monitoring has shown to be successful for
students with various types of diagnostic categories and characteristics, including learning
disabilities (Sheffield, Waller, 20120). Self-monitoring requires students to take more
responsibility for their behavior as well as better control their behavior. The positive
reinforcement that these students receive can promote the accuracy of a students selfmonitoring. This leaves teachers more time to focus on teaching students academics (Sheffield,
Waller, 20120).

Behavior Intervention Plan: Self Monitoring. Holleran

All articles shared that although there was limited research regarding self-monitoring, the
research that has been record indicates success in decreasing the target behavior. Each article has
a varying definition for self-monitoring, but the general gist is that it involves the individual to
become self-aware of their own actions and recording the frequency of the behavior(s).
Differences within the article include how data was recorded and collected, but ended with
similar results.

Define the Behavior

During resources room this student would fidget, talk out, talk to peers, yell at peers,
walk around the room, sing, draw and other various disruptive and off task behaviors. It
appeared as though when redirected the student was not aware of his actions being disruptive.

Teacher Interview and Analysis

The students special education teacher was interview for the purpose of this intervention.
Ms. Smith*, a pseudonym, works with Ricky* (a pseudonym) 5 days a week in consultant
teaching for English language arts, as well as math both in 45min intervals. Ms. Smith also
works with Ricky 5 days a week in recourse room.
Ms. Smith identifies Rickys strengths as drawing, lattice for multiplication, fluency, and
described Ricky as a decent reader. Ricky is a funny student, who is also an impressive artist.
Some areas for improvement are, comprehension, and behavior.
Ms. Smith hopes that for Rickys future that he will be able to focus on work, and
complete writing assignments without so many prompts. She hopes that he will use graphic
organizers, and that he will behave appropriately.

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For Rickys behavior he was placed on what the school calls a B-Cap, which is a contract
for the student and his teachers to create an action plan to improve his behavior. Ms. Smith
describes the B-Cap as ineffective, and that no one really follows through with it. Previous
techniques for Rickys behavior with Ms. Smith include, earning extra rewards, mystery
behavior motivators, and weekly prizes.
During the interview Ms. Smith was very relaxed and honest. Ms. Smith used
professional languages, aside from the comment decent reader, it lacked specifics and added
judgment or opinion.
Student Interview and Analysis
When interviewed Ricky was very fidgety, and appeared to be nervous. Ricky stated that
he enjoys gym in school as well as English language arts. Ricky dislikes math in school, as well
as the schools color chart system. He said that the color system makes him feel sad and angry.
Outside of school Ricky enjoys o draw, play Playstation 4 with his sister, and draw. In
the future Ricky would like to go to college and play football to play for a good team but he is
not sure where yet. Ricky would like to play ultimately for the professional football team
Pittsburg Steelers, but if he cannot play football he would like to be an artist.
When asked what motivates him to do well Ricky stated he likes to sit near people he
likes, but people he can focus with. He also stated that his friends are good motivators.
Ricky was extremely fidgety and distracted during the interview. The interview
conducted by the graduate student initially began in the classroom, but moved into the hall so
Ricky would be comfortable and have less distractions. In the hall he was touching the walls,
walking, almost pacing in circles, as well as playing with his hands and fingers. During the

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interview Ricky often looked down. When asked what he likes outside of school, and what he
would like for his future he looked up with smiles making eye contact.

Introduction
The student who the behavior intervention plan was implemented on is currently 11 years
old and in 5th grade. The student is performing below grade level, is classified as having a
learning disability, and receives consultant teaching twice a day, once for ELA, and a once for
math, both in 45 minute time periods. The student also receives resource room once a day, 5x a
week, for a 45 minute time period.
This student currently attends a city school that has grade levels K-8. Each grade level
was three separations to differentiated student learning based upon school designed standardized
testing. Each class level has a novist, grade level, and above classroom referred to as A, B, or C.
This student is in grade 5 novist, of 5A. The students novist classroom consists of the general
education teacher as well as an at risk teacher who pulls students for workshop to enhance and
build student skills, and a total of 27 students.
Baseline Behavior
Since the student has frequent disruptions and off task behaviors such as, talking out, talk
to and yelling at peers, fidgeting, walking around the room, drawing, and other various behaviors
while in resource room, the student self-monitored his actions using a student designed
frequency chart. The graduate student tracking information used a frequency chart to track off
task behaviors. (Completed data sheets are attached in appendix). The behavior although done
throughout the day was target during the students resource room time. This time alters between
12:45-1:30 and 2:13-3:30 every other day. Time of day did not appear to be a factor when

Behavior Intervention Plan: Self Monitoring. Holleran

collecting baseline and intervention data. The function of the behavior intervention plan is for
Ricky to decrease his off task behaviors from ten plus in a 45minute time interval to five or less.
Ricky is more frequently off task when with his friend Matthew* and the two typically sit
with another student between them during resource room to minimize distractions. This doesnt
always necessarily help. Matthew also only attends resource room three days a week, while
Rickys off task behavior continues on the two additional days that he is in resource room
without Matthew.
As an observer I feel like it was beneficial to sit back and watch the behavior, looking to
sweet what may be the trigger to the behavior. Although there were ups and downs throughout
the intervention data, Ricky began to decrease the behavior of being frequently off task. My fear
is that when the intervention is implemented into his classroom that his teachers may not allot
time for Ricky to reflect in his notebook, or that he may become embarrassed tracking his
behavior in a larger setting of his peers.

Methods
The following single subject design took place in a resource classroom, 5x a week, in a
45 minute period. Data was collected using teacher and student interviews, graduate student
frequency chats, as well as the student recording in a frequency chart. The student was with 5
other peers, the special education teacher, and a graduate student. The scheduled resource room
time was in the afternoon, after lunch, where the student would rotate between having math or
ELA instruction. This student enjoys writing and making up stories during the beginning of each
session. He would typically move away from the writing prompt, which was ok, and write his
own stories and share. Frequently, however the student would get distracted in illustrating his

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story after he had already share disrupting others. During this time period he would fidget, talk
out, talk to peers, yell at peers, walk around the room, sing, and other various disruptive
behaviors. These actions are what prompted the behavior intervention plan to be instated.
After collecting and researching data the following plan was put into action, the student
would sit down one on one with the teacher and graduate student to discuss his behavior. His
frequent disruptions were discussed, and target behaviors were collaboratively chosen. The
student would self-monitor his actions, and the graduate student would also monitor his actions.
Each week the student and graduate student would discuss the weeks progress, and the student
would win a tangible reward for positive self-monitoring throughout the week.
This strategy was implemented for the next ten days. Time limitations prevented further
implementation for this study. Results comparing the baseline and intervention are listed below.

Results and Intervention Data

When baseline data was collection Ricky and his behaviors were at a high with ten or
plus disruptive or distracting behaviors per a 45minute time period. Once the behavior
intervention plan was implemented, Ricky began to self-monitor and visually see and realize his
behaviors. It appeared that before beginning his self-monitoring he didnt realize how frequent
these behaviors were occurring, and that he was consciously thinking about his actions more than
before.
The first week of data was lower than the baseline with disruptive behaviors that were
narrowed down to out of seat, drawing, and talking out. Although lower frequency, his behavior
was not at the target behavior of five or less disruptive behaviors. At the end of week one Ricky,

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the graduate student, and Ms. Smith sat down to discuss Rickys progress. Positive feedback was
given, and Ricky even mentioned that he was trying because he really wanted to earn a prize.
Moving into week two Ricky still sporadic, was becoming closer to the target behavior
and was able to earn three stickers and prizes that week. Ricky appeared to be taking his
behavior more seriously, and even began recording in his notebook to reflect on behaviors.
Although time was a limitation for this assignment, it is something that we will be
continuing at the school and working toward implementing in his classroom. There was no
recorded time that the behavior did not occur.
Intervention:
Preventative ActionsAltering the environment in that Ricky needs to be further separated from a friend
of his during resource room will help minimize distractions. Data concluded that when Ricky
although separated with a seat between him and a friend, those were the days with more
distractions. Possibly pairing Ricky with a peer buddy or placing him seating across from that
students rather than a closer proximity may result in less disruptions. The teacher also needs to
alter her expectations and take into consideration that although Ricky is making strides of
improvement, he still has a long way to go and will need encouragement implementing this into
his classroom.
Prior to the intervention taking place Ricky would express an undesired behavior in a
45min times period ten times or more. This behavior included, out of his seat, singing, talking
out, talking to or yelling at peers, or drawing. The goal of the intervention plan was for Ricky to
decrease his off task behaviors from ten plus in a 45minute time interval to five or less.

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Teaching PlanMs. Smith as well as the graduate student included Ricky in the creation of his
Behavior Intervention Plan strategies. This allowed for Ricky to take more control and
responsibility for his actions. Using the teacher and student designed frequency chart, Ricky will
self-monitor his behavior, tallying his out of seat, talking out, and drawing behaviors. Each day
that Ricky earns five less tallies on his sheet he will receive a sticker as a visual reward. At the
end of the week Ricky will earn a small tangible choice prize for each sticker earned.
Discussion/Reflection
I feel as though the interventions that were implemented, self-monitoring, and tangible
rewards is a positive adjustment and intervention for Ricky. He definitely appears to be more
self-aware of his actions and is putting forth the proper actions to achieve success. I am nervous
for implementing this in his classroom. The intervention is moving towards being successful and
is progressing well, however his classroom has a larger peer population than the resource room.
His classroom is also with a teacher who is tough on him, and more often than not expects Ricky
to be acting out. Implementing further may take time, and we are looking for more consistent
success in the resources room before introduction in the classroom.
I know that the function of the behavior has been assessed in that the frequency charts
that were designed for this intervention plan were designed to specifically measure the behavior
to the target goal.
I definitely feel this plan was a good fit for this student. While almost done with this
assignment deans within the building and his 5th grade teacher approached Ms. Smith about
whether or not she thought Ricky would be a good fit for a BIP. Her and I explained that I was

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currently researching strategies, and implementing them for a BIP in my graduate program. The
school is now including me in the process of writing and designing his BIP. The school was
impressed with the research to back the intervention, and that it was showing success.
In the future of my career I would modify this by having frequency charts on hand rather
than searching for or creating them on my own. I feel like many behaviors that I have
encountered thus far in my career can be easily measured with a frequency chart. If based on
that data I chose to take it further I would include the student on self-monitoring. I think that this
strategy is a great way to give the student responsibility for their actions as well as making the
student self-aware.

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Resources
Davis, T. N., Dacus, S., Bankhead, J., Haupert, M., Fuentes, L., Zoch, T., & ... Lang, R. (2014).
A Comparison of Self-Monitoring With and Without Reinforcement to Improve On-Task
Classroom Behavior. Journal Of School Counseling, 12(12), 1-23.
Menzies, H. M., Lane, K. L., & Lee, J. M. (2009). Self-Monitoring Strategies for Use in the
Classroom: A Promising Practice to Support Productive Behavior for Students With
Emotional or Behavioral Disorders. Beyond Behavior, 18(2), 27-35.
Moore, D. W., Anderson, A., Glassenbury, M., Lang, R., & Didden, R. (2013). Increasing OnTask Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management
Procedure Using a Tactile Prompt. Journal Of Behavioral Education, 22(4), 302-311.
doi:10.1007/s10864-013-9180-6
Olson, R., Schmidt, S., Winkler, C., & Wipfli, B. (2011). The Effects of Target Behavior Choice
and Self-Management Skills Training on Compliance With Behavioral Self-Monitoring.
American Journal Of Health Promotion, 25(5), 319-324.
Sheffield, K., & Waller, R. J. (2010). A Review of Single-Case Studies Utilizing SelfMonitoring Interventions to Reduce Problem Classroom Behaviors. Beyond Behavior,
19(2), 7-13.
Shumate, E. D., & Wills, H. P. (2010). Classroom-Based Functional Analysis and Intervention
for Disruptive and Off-Task Behaviors. Education & Treatment Of Children, 33(1), 2348
Data and Charts
Includes baseline data, interventions, student self-monitoring charts, and frequency
charts.

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Baseline Data

Baseline

Out of Seat

Drawing

Talking Out

This chart indicates the behavior tracked by the graduate student prior to the behavior
intervention plan being implemented.

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Intervention Week 1 Data

Intervention Week 1

Out of Seat

Drawing

Talking Out

This chart indicates the behavior tracked by the graduate student after one week of the behavior
intervention plan being implemented.

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Intervention Week 2 Data

Intervention Week 2

Out of Seat

Drawing

Talking Out

This chart indicates the behavior tracked by the graduate student after two weeks of the behavior
intervention plan being implemented.

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These next three documents, are Rickys office referrals this year.

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The next documents include the students self-monitoring sheet, as well as the graduate students
documents.

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