ABSTRACT

Research on self-monitoring in the classroom setting has shown improvement in student behavior. Behavior rating scales can be used by teachers to monitor student progress or used by students as a self-monitoring tool. The current study examined the impact of using the Individualized Behavior Rating Scale Tool (IBRST) as a self-monitoring tool on classroom behavior in three 2nd-grade students at a high-need public elementary school implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS). A multiple baseline design across participants was used to evaluate the intervention outcomes for the three students at risk for developing severe problem behavior. Results indicated that self-monitoring with the IBRST successfully decreased disruptive behavior and increased on-task behavior in all three students during the targeted academic period. In addition, improved levels of behaviors were maintained during fading with all three students and at 1-week follow-up with two students. The results also indicated that both teachers and students had high levels of satisfaction with the procedures and outcomes of self-monitoring using the IBRST. The results of the study have meaningful implications on using self-monitoring tools such as the IBRST in the school setting where SWPBIS is implemented.

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