Teaching · Special Education

A card the student checks, and the numbers that show it working.

Write up to three behaviors in the student’s own words, choose when they check and set a goal. Record the marks for the day and how often an adult agreed. The summary prints the card and shows each behavior against the goal and how accurate the student’s checking is.

Make a cardWhat you get
$5one-time · every device you sign in on
Buy · $5

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 100 items.

The self-monitoring card

One record per student and day; copy to a new date to keep the same card. Arrow keys move across the grid; Y, N and S mark a cell. The example is made up.

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What you get

Teaching · Special Education$5 · included with Classroom and Whole-school licenses

What you finish with
For each student and day, a printable card in the student’s words and a record of marks, with percent yes per behavior, the goal comparison and adult agreement.
Who it is for
Special education and general education teachers, school psychologists and behavior specialists using self-monitoring for on-task behavior, participation or organization.
Format
Browser card builder with a keyboard grid. Several saved records; printed card and summary or a blank card; CSV with one row per day; export and import a file.
Access
$5 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Special Education toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. When the timer goes, the student asks one question of themselves and ticks a box. That small act is the intervention.

How to use it

  1. Start a record with the student’s initials or a code and the day.
  2. Write up to three behaviors as I statements, choose the cue and set the goal.
  3. Print the card and teach it: model, practise checking, praise honest marks.
  4. Enter the student’s marks at the end of the day, and how many checks you also marked and agreed with.
  5. Read the summary, then copy to the next day.

Make a card

What the card is for

Why self-monitoring works

Self-monitoring asks a student to notice and record their own behavior at set moments. The act of checking, more than the reward, changes behavior, and it moves responsibility from the adult to the student. It is one of the most studied classroom interventions for attention and work completion.

Accuracy matters, then fades

At first, an adult marks some of the same checks and compares. When the student’s marks match most of the time, the adult checks less often. Praise honest marks, including no marks; a card full of yes marks that do not match what happened teaches nothing.

What this tool is not

It supports a self-monitoring plan; it does not replace a behavior plan or decide services. Records use a code, never a name, and stay in this browser.

Sources

  1. Bruhn, A., McDaniel, S., & Kreigh, C. (2015). Self-monitoring interventions for students with behavior problems: A systematic review of current research. Behavioral Disorders, 40(2), 102–121.
  2. Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106–118.
  3. National Center on Intensive Intervention. Self-monitoring behavior strategies (intensiveintervention.org).
  4. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The card supports a self-monitoring plan the team designs; it does not replace a behavior plan. Support: team@caveatacademic.com.