Research on self-monitoring in the classroom setting has shown decreases in problem behavior and increases in academic engagement in students. Behavior rating scales can be used by teachers to monitor student progress or by students as a self-monitoring tool. The current study examined the impact of using the Individualized Behavior Rating Scale Tool (IBRST) as a self-monitoring tool on problem and on-task behavior in students in a high-need public elementary school. The results indicated that the self-monitoring with the IBRST successfully decreased disruptive behavior and increased on-task behavior in all 3 participating students during targeted academic time periods, evidenced by both direct observations and teacher- collected IBRST data. Improved levels of behaviors were maintained during fading with all 3 students and at 1-week follow-up with 2 students. The results also showed that both teachers and students had high levels of satisfaction with the self-monitoring procedures using the IBRST.

This study assessed the Prevent-Teach-Reinforce (PTR) model to determine its impact on problem and replacement behaviors of three children who are typically developing with behavioral challenges in a high-need elementary school setting. Specifically, this study evaluated the use of the PTR model as an intensive individualized Tier 3 intervention within a multi-tiered intervention system. In addition, the study examined the validity and usability of the Individualized Behavior Rating Scale Tool (IBRST), which was developed as a feasible daily progress monitoring tool in conjunction with the PTR model. Social validity and fidelity of intervention implementation were also assessed. A multiple baseline across participants was employed to evaluate the impact of implementation of the model on the children's behaviors. The results of the study indicated that the PTR model was effective in reducing problem behaviors and increasing the use of replacement behaviors for all three participants. In addition, the IBRST completed by the teachers was found to have a substantial correlation to data collected during direct observations.