Self-monitoring has a well-established literature base for improving the behavior of students with a range of ages and abilities. Whereas self-monitoring often involves technology for prompting self-monitoring procedures, to date, only a few studies have examined the use of technology for recording self-monitored behavior. To extend the literature in this area, the effects of technology-based self-monitoring were examined using an iPad application called SCORE IT in which students and teachers rate students' behavior and view automated graphs of progress toward goals. Using a baseline and intervention (ABAB) design to measure outcomes, improvements in behavior were established for both middle school participants-one with attention deficit hyperactivity disorder and another receiving noncategorical special education services for reading, math, and behavioral deficits. Findings, limitations, and recommendations for future research are discussed.

Students with behavior problems often lack the self-regulation skills necessary for success. One strategy shown to improve these skills is self-monitoring. Traditionally, self-monitoring has been done using paper and pencil, with some sort of prompt to complete the procedures. Prompts have involved teacher cues as well as technology. Current innovation has resulted in using technology to both prompt and record self-monitored behaviors. This column explores the literature on technology-based self-monitoring, describes steps in the self-monitoring process with considerations for incorporating technology, and offers a classroom example of a student with attention-deficit/hyperactivity disorder using a self-monitoring application (i.e., app) on an iPad to improve behavior.

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