Self-monitoring has successfully been used to improve academic and behavioral outcomes of students with learning disabilities. Despite the frequent use of self-monitoring interventions and their accompanying benefits in the field of education, more information is needed concerning the efficacy of student awareness relevant to their self-talk. The addition of individualized self-talk to self-monitoring interventions provides a method to shift from compliance-based interventions to those rooted in student voice and autonomy. This article outlines a step-by-step process for teachers to explicitly teach students with learning disabilities how to monitor their self-talk when working toward individualized, student-created goals.

自我监控已成功用于改善有学习障碍学生的学业和行为结果。尽管在教育领域经常使用自我监控干预措施及其附带的好处，但仍需要更多的信息来了解与自我对话相关的学生意识的有效性。将个性化的自我对话添加到自我监控干预中，提供了一种从基于依从性的干预转变为植根于学生声音和自主性的干预的方法。本文概述了教师明确教有学习障碍的学生如何在朝着学生创造的个性化目标努力时监控他们的自言自语的分步过程。