A systematic review of teacher self-monitoring on implementation of behavioral practices

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.