More information about this intervention can be found at:
This intervention essentially involves a teacher creating a list of errors that a student commonly makes in their classroom and then creating a checklist for the student to eventually self-monitor for their own mistakes. This list can be developed based on a review of data or previous assessments with the student. For example, if a student commonly mistakes addition for subtraction on a mixed-problems worksheet, or mistakenly is off by one digit. This checklist is best if it is short, e.g. 4-5 items. This checklist is introduced and then eventually faded out once the student’s error rate decreases (e.g. 90% success rate). Reinforcement, praise, and encouragement is always helpful and can be built-in to this intervention.
Sample checklists can be found at the aforementioned link. This intervention is backed by self-monitoring research and has been specifically conducted for students with learning disabilities.
- Dunlap, L. K., & Dunlap, G. (1989). A self-monitoring package for teaching subtraction with regrouping to students with learning disabilities. Journal of Applied Behavior Analysis, 229, 309-314.
- Uberti, H. Z., Mastropieri, M. A., & Scruggs, T. E. (2004). Check it off: Individualizing a math algorithm for students with disabilities via self-monitoring checklists.Intervention in School and Clinic, 39(5), 269-275.