Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders

Abstract

The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skill in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.