Editor's note: This text-based course is a transcript of the webinar, Self-Monitoring To Empower Children's Motivation And Success, presented by Amy Coopersmith, OTD, OTR/L, MA Ed.
*Please also use the handout with this text course to supplement the material.
Learning Outcomes
- As a result of this course, participants will be able to identify 3 benefits of self-monitoring to the client’s participation in education, ADLs, play and leisure, and other meaningful activities.
- As a result of this course, participants will be able to compare and contrast the advantages of traditional progress monitoring led by the practitioner vs. self-monitoring of progress led by the child.
- As a result of this course, participants will be able to analyze and determine 3 ways to modify the self-monitoring process for different client populations.
Introduction
I'm very excited to be here. This is my favorite topic, and we will spend the next hour discussing it. Before we dive in, I want to start with some disclosures. I do receive a fee for tonight's presentation. I will discuss a couple of the books, but I want to emphasize that this is not sales-oriented. The purpose of mentioning these books is to describe how certain strategies work, and there is no external sponsor for this session.
Introduction to Self-Monitoring
Self-monitoring of progress is a practice that helps everyone—children, service providers, teachers, parents, you name it. Before we proceed, I want you to take a moment to think of a child you work with who might benefit from self-monitoring. If you have the chance, jot down a current goal for this child. Think about how progress monitoring is currently being done, and we'll discuss these aspects shortly.
Who Benefits from Self-Monitoring?
You might wonder which children would benefit from self-monitoring. The answer is simple: all children. This includes non-speaking children who might struggle with day-to-day functions and children in general education who just need a little extra help in various areas. However, we must modify the approach to accommodate children at different levels.
Ruth Sienkiewicz-Mercer: A Case for Presuming Competence
I want to take a brief moment to talk about someone who I consider a hero, Ruth Sienkiewicz-Mercer. If you ever can look her up, she wrote a book called *I Raise My Eyes to Say Yes*, a New York Times bestseller. But what’s truly unique is her story. Ruth was born as a typically developing infant, but at about five weeks old, she experienced a very high fever due to encephalitis. At that time, she lost all function. Her parents and doctors didn’t know what to do to help her. This was in the 1950s, when occupational therapy (OT) was much more limited, and few resources were available.
Eventually, when it became too difficult for her parents to care for her at home, they placed her in an institution where she remained bedridden and unable to communicate for over 20 years. They only repositioned her; no one spoke to her except to feed and clean her. Finally, one day, I believe a nurse or aide heard her laugh at someone’s joke. They realized she had an active mind and life inside. This discovery led to her receiving therapy, starting with physical therapy, as OT was not even available in institutions at that time. Ruth began communicating through eye gaze on a communication board. She later said that every person communicates, and it is up to those around individuals with speech disabilities to discover how they communicate. The lesson here is that we must presume competence for every child.
The Importance of Self-Monitoring
Self-monitoring is not just a way to track progress; it’s a way for children to communicate their understanding of the world and what's happening in their lives to those around them. Allowing children to self-monitor and make decisions throughout the day expresses our belief in their competence and bright futures.
Traditional Progress Monitoring vs. Self-Monitoring
Traditional progress monitoring is usually practitioner-led and is a way for schools to oversee a child’s progress. It involves the practitioner maintaining control of the process. In contrast, self-monitoring is owned by the child. The child initiates it, oversees it, and the practitioner provides support. While traditional progress monitoring is important and provides valuable insights, self-monitoring offers children increased self-awareness, self-determination, and ownership of their progress.
The Role of State Guidelines in Progress Monitoring
Schools, the medical community, and state regulations provide requirements for progress monitoring. For example, in New York State, progress monitoring is expected to be plotted with a graph, drawing an aim line, and analyzing data regularly. Progress monitoring is conducted every other week in Tennessee with a graph sent home to parents. In Wisconsin, the process involves specific questions about who is responsible, how competence will be demonstrated, and how data will be compiled. It’s important to be aware of your state’s guidelines and to check with your place of work for any specific requirements.
The Benefits of Self-Monitoring
Self-monitoring has many benefits, including improved overall behavior, better task behavior, enhanced social interactions, improved academic performance, and increased self-awareness. Additionally, it decreases disruptions, off-task behavior, and negative social interactions while increasing the time spent completing assignments.
A Practical Exercise
Now, I want you to consider the first question you asked yourself when you left this morning. Mine was, “What’s the weather like?” because I needed to know what clothes to wear. That question exemplifies self-monitoring because I assessed the situation and determined what I needed to do to match the day's challenge. We all engage in self-monitoring daily, whether thinking about our daily tasks, assessing how things are going, or deciding what to do next. This is the same process we want to encourage in the children we work with.
Implementing Self-Monitoring
So, how can we promote self-monitoring with the children we work with? We want to use evidence-based approaches and programs to promote self-monitoring by the child. This process can be used with individual children, small groups, or even whole classes. Within these groups, children will measure and record their performance, increasing their understanding and ownership of the progress they’ve achieved.
Determining Appropriateness of Self-Monitoring
While self-monitoring is appropriate for every child, it might not suit every goal or situation. For example, a goal related to drooling might not be appropriate for self-monitoring if the child cannot control the drooling. However, we can modify the goal to something the child can monitor, such as using a napkin to manage drooling.
Modifying Self-Monitoring for Different Populations
Modifying self-monitoring for children with challenges might involve writing choices for them, using bingo markers or choice boards, or interviewing those who know the child well. The goal is to make self-monitoring accessible and meaningful for every child.
Session Structure Using Self-Monitoring
In a typical self-monitoring session, the child enters the room, finds their goal card or chart, and reviews it with the practitioner. The session begins, and the child uses their goal card or chart to check their progress. At the end of the session, the child evaluates their work instead of the practitioner providing all the feedback. This encourages the child to reflect on what they did well, what was difficult, and what they can do to reach their goal next time.
Creating Goal Cards and Charts
When creating self-monitoring tools like goal cards and charts, involving the child in the process is important. The child should choose a personally meaningful and achievable goal within one to three sessions. This allows for quick success and builds the child’s confidence in the self-monitoring process.
Modifying for Younger Children or Those with Challenges
For younger children or those with challenges, the practitioner might write down the child’s choices or goals, use a bingo marker, or use a choice board. The key is to make the process accessible and engaging for the child.
Using Choice Boards
Choice boards are a fantastic tool for self-monitoring. They allow children to decide about their goals and the steps they will take to achieve them. A choice board might include different strategies or actions the child can take, and they can choose which ones to focus on.
Collaborating with the Child
Throughout the self-monitoring process, collaboration with the child is key. We want the child to take ownership of their goals, decide what they want to achieve, and how they will monitor their progress. The goals should be challenging but achievable, aligned with the child’s interests, and capable of being met quickly.
Sample Session Dialogue
Here’s an example of how a session might go:
- Practitioner: “Today, we’re going to talk about you being in charge of your progress. Let’s talk about this. What is a goal?”
- Child: “Something I want to do to make my life better.”
- Practitioner: “Exactly. And do you know what it means to make progress?”
- Child: “It’s when I get better at doing something.”
- Practitioner: “Great! Now, tell me something you want to get better at.”
This dialogue encourages the child to think about their goals and what progress means to them.
Establishing a Self-Monitoring Chart
Once the goal is set, it’s time to establish a self-monitoring chart. The child decides what type of chart they want—a card, a chart, a template—and collaborates with the practitioner to design it. The chart should be something that excites the child about their goal, such as using their favorite character or colors to decorate it.
Recording Progress
As the child works towards their goal, they record their progress on their self-monitoring chart. They might use check marks, smiley faces, or stickers to indicate success. Regular discussions with the child about their progress help reinforce their achievements and identify areas for improvement.
Case Studies: Practical Examples of Self-Monitoring
Case Study 1: Tanya, a 16-Year-Old with Spina Bifida
Tanya is a 16-year-old girl with spina bifida, and she dreams of becoming a fashion designer. She struggles with low endurance and has difficulty navigating school and the community, but she’s determined to pursue her goal. She has been offered a part-time job assisting a local dressmaker, and her current goal is to take the bus to work independently.
I knew Tanya and her practitioner well; this is how her progress unfolded. The practitioner allowed Tanya to lead the process, encouraging her to design her own goal chart and progress-tracking system. Tanya decided she wanted to work on building her endurance and coordination to use public transportation. Together, Tanya and her practitioner researched exercises that could help improve these areas. Tanya compiled a list of exercises and created a goal chart to track her progress.
Each week, the practitioner met with Tanya to review her self-chosen strategies. Tanya recorded her progress on the goal chart and entered the data into a graphing tool. Her self-monitoring program consisted of six steps designed to empower her to take ownership of her goals. She set specific tasks, such as walking around the block with her forearm crutches, hanging up dresses and pants for 15 minutes without a break, and sewing hems on pants without stopping to rest.
As the weeks passed, the practitioner would ask reflective questions, such as, “Two weeks ago, you did two out of five exercises, last week you did three, and this week you did four. What does that mean to you?” This type of dialogue encouraged Tanya to recognize her own progress and understand the importance of working toward her goals.
After consistently using her goal chart, Tanya successfully completed her tasks. She could check her progress on her weekly goal chart, tracking how many minutes she could perform each exercise. This tangible evidence of her achievements proved invaluable during meetings with her teachers, parents, and other professionals, allowing them to see how far she had come.
Tanya’s perseverance paid off. She filled out her weekly goal chart and entered the data herself (with supervision), and after a few months, she could complete all her tasks. With newfound confidence, she started her part-time job at the dressmaker's. Throughout this process, the practitioner continued to ask Tanya reflective questions like, “Why was this job important to you?” and “What strategies worked best for you?” These ongoing discussions helped Tanya understand her progress and decide whether she needed to set new goals or continue refining her existing ones.
Case Study 2: Omar, an 8-Year-Old with Autism and ADHD
Omar, an 8-year-old boy diagnosed with autism and ADHD, faced significant challenges in managing his emotions and staying focused. As his practitioner, I worked closely with him to help him develop strategies for coping with overwhelming situations. Omar had frequent emotional outbursts that were triggered by loud noises. These episodes often led him to flee the classroom, scream, or hide under desks. He found gym class particularly difficult due to the loud, chaotic environment, which left him unable to participate with the other children.
Instead of imposing strategies on Omar, I encouraged him to lead the process of developing his own self-calming techniques. We discussed various options, such as using headphones, practicing deep breathing, or finding a quiet corner of the gym when he started feeling overwhelmed. Once Omar selected the strategies he thought would work best, we created a goal chart to track his progress. We reviewed the strategies he had chosen each week, and he recorded his progress on the chart.
Omar was eager to play with his friends in gym class, so his goal was clear: participate in gym without getting upset when it was too noisy. The key to our success was involving Omar in the decision-making process. He chose the methods he wanted to try—headphones, deep breathing, and retreating to a quieter area of the gym when necessary. I helped him create a chart where he could track his progress, making an "X" whenever he successfully used a strategy to stay calm.
Over time, Omar began to show improvement. At first, he had four outbursts in one month, but with his strategies in place, he reduced this to just one outburst in the following month. When we discussed his progress, Omar was able to identify that using his headphones and moving away from the noise helped him the most. He felt proud of his success and began to take ownership of his emotional regulation.
Two months into our work together, Omar no longer tried to flee from gym class. His teacher and paraprofessional observed him using his strategies independently, and his classmates began to invite him to play. Watching Omar build friendships was incredibly rewarding. He had gone from feeling isolated and overwhelmed to being an active participant in gym class. This transformation was a direct result of his own hard work and the strategies he developed.
Throughout the process, I continued to ask Omar reflective questions like, “What’s working for you?” and “Why is playing in gym class important to you?” These conversations reinforced his progress and helped him become more self-aware. By involving Omar in the development and monitoring of his own strategies, he was able to gain control over his emotions and experience success in a challenging environment.
Both of these case studies illustrate the power of self-directed goals and progress monitoring. By giving children like Tanya and Omar the tools to track their own progress and make decisions about their goals, we can help them build the skills they need to succeed both in therapy and in life.
Conclusion
In conclusion, self-monitoring is a powerful tool to help children take ownership of their progress and achieve their goals. By allowing children to lead the way, giving them choices, and using child-generated goal cards, charts, and graphs, we can help them develop self-awareness, self-determination, and the skills they need for future success.
Exam Poll
1)Self-monitoring is a way for children to…
Most of you said both A and B (or answer C), which is correct.
2)Which of the following is part of self-monitoring?
C is the correct answer. Someone answered A, a way of assessing the child's performance.
3)What outcomes are seen when a child and a practitioner work together and the child leads?
It leads to increased self-awareness and self-determination, or answer A.
4)What is a benefit of self-monitoring?
Most of you got this correct. The answer is D, all of the above.
5)Which of the following is a modification that can be used for self-monitoring?
Again, you have overwhelmingly chosen the correct response, which is D. These are all great ways to modify self-monitoring.
Questions and Answers
What if the child states that they don't know what helps them?
That’s a great question, and it happens quite often. Children might shrug their shoulders and say, "I don’t know." In this case, we can encourage them to take a guess or try something new. One strategy I love to use is showing a brief video clip, like one from Sesame Street. For example, there’s a video where Janelle Monáe talks about the power of "yet." In it, Cookie Monster can’t bake his cookies, and Ernie has a problem. Every character faces a challenge they can’t figure out. After showing the clip, I asked the child, "What do you think might help Cookie Monster?" or "What would help that character?" This approach takes the pressure off the child by focusing on someone else, and if you can find a character with a similar issue to the child, that’s even better. It helps them practice problem-solving and realize they can come up with solutions.
If one of the items to be measured is something the child needs to do continuously, how would you promote that with self-monitoring? Would you return in a later conversation?
Absolutely. It's important to check in with the child later to see if they’ve maintained their success. I would ask the child to bring in some of their self-monitoring sheets from the classroom. Regular discussions with the classroom teacher or parent overseeing the goal are also crucial. For example, I might say, "Let’s go back and look at how you’re doing with gym class. Tell me more about how it’s going. Do we need to come up with new strategies? Now that gym is outside because the weather is warm, how is that different from when it was indoors?" Like adults, children may need to renew their commitment to certain tasks, so revisiting and refining strategies is important.
What is a "tool buffet"?
A "tool buffet" is a fabulous concept where you provide a variety of strategies and tools that children can try out to see what works best for them. For instance, if a child says they don’t know what to do, the tool buffet offers them different options to explore and identify what might help in a particular situation. This might include written tools like mindfulness prompts, physical items like fidgets, or visual aids like charts. It’s broader than just sensory or behavioral tools; it covers many needs. You could even collaborate with the child to create a personalized tool buffet that meets their specific requirements.
How do you encourage teachers or paraprofessionals who resist expanding strategies from sessions to the classroom?
This can be challenging, but it’s important to help teachers and paraprofessionals see the long-term benefits. I would suggest helping them succeed with one strategy or goal and explaining that as a paraprofessional, you won’t be with the child forever. The goal is to help the child become as independent as possible. You can partner with the teacher or paraprofessional to ensure they are comfortable with the strategies and see the value in implementing them consistently.
Can you explain more about what a "tool buffet" might include?
A tool buffet can include various items and strategies that address different needs. It could be a physical toolbox with items like fidgets, sensory toys, or written tools like mindfulness exercises. Some tools might be visual aids that hang on the wall, allowing the child to refer to them when needed. The idea is to provide a range of options for the child based on their current need, whether for sensory input, emotional regulation, or focus. It’s a comprehensive approach to addressing various challenges a child might face.
References
Feeney, D. M., Morgan, J. J., Rodgers, W. J., Brown, M. R., & Relles, S. R. (2023). Self-talk monitoring and goal-oriented thinking: Effects on middle schoolers’ behavior during academics. Learning Disability Quarterly, 46(4), 261-275.
Feitosa, A. M., Mancini, M. C., Silvério, A. P. M., Gordon, A. M., & Brandão, M. B. (2021). “Help me to improve my own priorities!”: A feasibility study of an individualized intensive goal training for adolescents with cerebral palsy. Physical & Occupational Therapy in Pediatrics, 41(6), 601-619.
Garrels, V., & Palmer, S. B. (2020). Student-directed learning: A catalyst for academic achievement and self-determination for students with intellectual disability. Journal of Intellectual Disabilities, 24(4), 459-473.
Öhrvall, A. M., Bergqvist, L., Hofgren, C., & Peny-Dahlstrand, M. (2020). “With CO-OP I’m the boss”–experiences of the cognitive orientation to daily occupational performance approach as reported by young adults with cerebral palsy or spina bifida. Disability and Rehabilitation, 42(25), 3645-3652.
Avina, A., Boyle, J., Duble Moore, T., Hicks, E. A., & Wiggins, D. M. (2022). Intensive Intervention Practice Guide: Self-monitoring systems to improve behavior outcomes for students with comorbid academic and behavior difficulties. Office of Special Education Programs, US Department of Education.
Citation
Coopersmith, A. (2024). Self-monitoring to empower children's motivation and success. OccupationalTherapy.com, Article 5729. Available at www.occupationaltherapy.com
