Unformatted text preview: d with visual or auditory prompts to remind them to self-monitor. For 33 example, Hallahan, Marshall & Lloyd (1981) used tape-recorded tones as auditory
prompts for students to monitor their on-task behavior. When the tone sounded,
students asked themselves whether or not they were paying attention. For older
students, it may be more engaging to use musical excerpts from popular songs to
prompt self-monitoring (Shapiro & Cole, 1994).
The actual recording mechanism also must be identified. The most
common form is a paper and pencil recording form where students make a mark
for every occurrence of a behavior. Besides paper and pencil systems, you can
also use mechanical counters, tokens or pegs in a hole, chips in a can, or students
can remove paper clips from an index card (Shapiro & Cole, 1994; Shapiro,
Browder & D’Huyvetters, 1984; Bauer & Shea, 1999).
Finally, the self-monitoring and recording systems need to be taught to the
students. You can use role-playing to help students get comfortable with the
system. Once students understand these systems, the p...
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- Spring '08
- classroom management