A systematic review of teacher self-monitoring on implementation of behavioral practices. (April 2017)

• Record Type: Journal Article
• Authors: Rispoli, Mandy; Zaini, Samar; Mason, Rose; Brodhead, Matthew; Burke, Mack D.; Gregori, Emily
• Is Part Of: Teaching and teacher education. Volume 63(2017)
• Page Start: 58
• Page End: 72
• Publication Date: 2017-04
• Subjects: Self-monitor -- Self-management -- Teacher -- Challenging behavior; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.12.007
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Behavioral intervention success relies in part on the accuracy with which interventions are implemented. Self-monitoring may be effective for improving teacher implementation fidelity of behavioral interventions. The purpose of this systematic review was to summarize the research on teacher self-monitoring of behavioral interventions and to summarize the quality of the research according to the Council for Exceptional Children quality indicators. A total of 17 studies were reviewed. Of these, seven met all research quality indicators. Studies are summarized according to: (a) teacher participants, (b) self-monitoring training, (c) self-monitoring practices, and (d) effects of teacher self-monitoring on teacher and student outcomes. Highlights: We conducted a systematic review of teacher self-monitoring on fidelity of behavior practices in the classroom. Current evidence suggest teacher self-monitoring may be a potentially effective means of improving teacher and student outcomes. Seven of 17 studies met all quality indicators, highlighting the need for continued rigorous research in this area.