Self-monitoring is one of the most widely used and widely researched strategies for improving student behavior. However, specific research-based guidance about how to design effective self-monitoring interventions and to whom they should be delivered does not yet exist. To this end, we examined how various treatment components and participant characteristics moderated response to self-monitoring interventions. We included 66 single-case studies on academic engagement and 21 single-case studies on disruptive behavior. These studies included 290 participants with challenging behavior, 183 of whom had a disability. After extracting raw data from original studies, we analyzed data using multilevel modeling for each dependent variable (i.e., academic engagement, disruptive behavior). Across both dependent variables, student age and educational setting impacted treatment effects, as did the inclusion of goal-setting, feedback, and reinforcement. Based on our findings, we describe implications related to designing self-monitoring interventions. We also discuss limitations and future directions.

自我监控是改善学生行为的最广泛使用和研究最多的策略之一。但是，关于如何设计有效的自我监控干预措施以及应将其交付给谁的基于研究的具体指导尚不存在。为此，我们研究了各种治疗成分和参与者特征如何缓解对自我监测干预措施的反应。我们纳入了66项关于学术参与的单例研究和21项关于破坏性行为的单例研究。这些研究包括290名行为具有挑战性的参与者，其中183名患有残疾。从原始研究中提取原始数据后，我们使用多级建模对每个因变量（例如，学业投入，破坏性行为）进行了数据分析。在两个因变量中，学生年龄和教育背景影响了治疗效果，包括目标设定，反馈和强化。根据我们的发现，我们描述了与设计自我监控干预措施有关的含义。我们还将讨论局限性和未来发展方向。