NH Center for Effective Behavioral Interventions and Supports
www.nhcebis.seresc.net
Implementing and Progress Monitoring
Teacher Check, Connect and Expect Self-Monitoring Phase
Who is Eligible? After meeting an average of 80% of possible points daily across a four
to six-week period, students have successfully completed the Basic phase of the TCCE
program. There may be a few scores below 80%, but on average the student is
meeting the 80% mastery level on a daily basis. When students meet the 80% criteria,
you can conclude that they are meeting school and classroom expectations,
demonstrating positive behaviors, and are ready to learn how to self-monitor. Adding
a self-monitoring phase is recommended for increasingly the likelihood that positive
behavior change can be maintained by fading the student off the TCCE program.
Fading is the process of gradually decreasing the level of support and reinforcement
by the classroom teacher, and increasingly encouraging the student to monitor their
own behavior.
The teacher will want to begin preparing the student for self-monitoring by discussing
the procedure with them prior to beginning the fading process. The benefits of selfmonitoring should be stressed so teachers and students understand the importance of
this phase.
Implementing and Progress Monitoring TCCE Self Monitoring Phase. After successfully
completing the Basic level, students enter Self-Monitoring (SM). In SM, students begin
to monitor their own behavior. Students will continue daily ratings each period and
receive the DPR from the classroom teacher at the end of each day. Students will learn
to self-monitor by rating their own behavior on the DPR and then comparing these
self-evaluations with scores from the teacher. As the student begins to move through
self-monitoring, however, both the teacher and student will track and compare their
count (SM Agreement). This means that at the end of a period when the teacher would
normally provide feedback to the student, the student evaluates his or her own
behavior and circles the corresponding rating on the DPR. Then the teacher gives the
student feedback on their behavior and rates the student's performance. The teachers
can either circle their own ratings if they disagree with the student or they can simply
initial the student's circled rating. For purposes of data entry, the teacher's rating is
the rating that will be entered into the TCCE database. In the early phases of learning
to self-monitor, the emphasis should be on accuracy and honesty rather than on
behavior. For example, if a student accurately rates himself as a 2 in Respect and the
teacher agrees, the teacher should praise the student for a job well-done in selfmonitoring. They should also encourage the student to try to achieve a higher rating
on the next time period. The goal is for the student to accurately and honestly
evaluate and monitor their behavior. To successfully complete SM, the teacher and
the student must demonstrate agreement for at least 10 out of 15 days.
Agreement is established when the student's ratings and the teacher's, ratings are
identical on each expectation in each scoring period. For example, agreement has
been reached for a particular expectation in a time period if the student rates their
performance as a 2 and the teacher rates their behavior as a 2 in all three expectations
(Safety, Respect & Responsibility). However, if the student rates their performance on
an expectation in a time period as a 2 and the teacher rates the student's behavior as a
1, the agreement requirement has not been met for this rating period. If the student
and teacher do not demonstrate agreement on all ratings on the DPR, the teacher
should talk with the Guidance Counselor and problem solve with the student. Each
day the teacher will determine whether or not agreement has been reached for that
day. Remember that agreement has been reached when 8O% of the ratings on the
daily sheet meet the agreement standard (same score). In this example, there are
three expectations and ten blocks of time, there are 30 possible ratings per day. In
order to count toward the 10 required days of agreement, the daily sheet must
indicate that the student and teacher had agreement on at least 24 out of the possible
30 ratings. The teacher should use a form like the form below to track the days when
the agreement requirement is met. Mark days that the teacher and student agreed
(same rating) on at least 80% of possible ratings.
Table 2. Sample Chart for Self-monitoring Reliability
Student
Student
Name
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
Day 8
Day 9
Day
10
Day
11
Day
12
Day
13
Joe
X
X
X
O
X
X
X
X
X
X
X
Jill
X
X
X
O
X
X
X
X
O
O
X
X
X
Torey
X
O
O
X
X
O
X
X
O
X
O
O
X
In this example, Joe has been reliable with his ratings on 10/11 days and has
successfully completed SM in the program. Jill has been reliable 10/14 days and is
also considered successful. Torey, however, has had variable success and only been
reliable 8/14 days shown and should continue on SM until 10/15 days are
successfully completed. The student must also continue to meet the program
criterion of 80% in SM. Once the student and teacher demonstrate partial agreement
10 out of 15 days and the student meets program criteria 80% of the time, the student
will use Self-Monitoring Independent until ready to successful exit the program. To
increase student performance using self-monitoring, it may be motivating for some
students to track their own behavior using a graph to chart performance over time. It
is also important to recognize students who are successful with the program.
If a student stops successfully monitoring their own behavior, and problems occur, the
teacher should have a problem solving session with the student. Additionally, the
teacher may need to meet with the Guidance Counselor and/or Tier2/Student Support
Team to discuss the student's temporary setback. Perhaps the move to the SelfMonitoring stage occurred too soon for the student, or the rewards that the student
earned may not have been motivating enough to the student. During these times, stay
Day
14
X
optimistic with the student. It is not unusual for a student to take two steps forward
and one step back while they are learning new behaviors.
There may be students who are not successful in SM. If the student is in SM and drops
below 75%, continue on SM hold a problem solving session and adjust/enhance
reinforcements. If the student is not successful in SM after a five-week period, discuss
this with the Tier 2/Student Support Team and decide whether the particular student
should return to the Basic Program for a booster to monitor points. If the decision is
made to return to Basic, the teacher will implement the Basic program for 4 weeks
before discussing a return to SM.
In rare cases, the teacher will rate a student as successfully meeting criteria, but the
student will score their behavior lower. In this instance, the teacher will conduct a
related problem solving session with the student. If the problem continues, and
agreement is not reached because of inappropriately low self-rating, the teacher
should arrange a conference. If the team agrees that the student is ready to graduate
from the program despite lack of partial agreement in SM, then that student can move
on to graduation.