NAVIGATING BEHAVIOR SUPPORT: AN EXPLORATION OF SELF-MONITORING IN CORRECTIONAL EDUCATION SETTINGS

Abstract

Chapter IIThis systematic review analyzes the impact of self-regulation interventions across academic, behavioral, and emotional domains for youth and young adults in correctional educational settings. Five studies published between 2010 and 2025 were included in this review. We identified the characteristics of self-regulation interventions used within the correctional educational context, the skills targeted and evaluated, and the effectiveness of these interventions. Findings indicated moderate to positive effects of self-regulation interventions across academic, behavioral, and emotional skills. We discuss implications for practitioners, researchers, and policymakers and provide recommendations for next steps. Chapter III Correctional educational settings are unique settings that come with their own set of challenges, severely impacting students and educators alike. Although these settings are filled with students with a myriad of intensive academic, behavioral, and emotional needs, there is a significant research gap regarding the implementation of interventions within correctional education settings. To address the gap in the literature related to implementation of interventions in this setting, and be able to support educators and student’s needs, this study explored the roles, experiences, needs, and perceptions of educators in correctional education settings regarding classroom-based behavior support strategies, with a particular focus on self-monitoring. We used Social Cognitive Theory (SCT) and Exploration, Preparation, Implementation, Sustainment (EPIS) as theoretical and conceptual frameworks for the creation, implementation, and analysis of a survey administered to 76 educators in correctional education settings. Findings suggest that educators have a moderate outlook on the effectiveness of self-monitoring interventions, and training is a significant need of educators in this setting. I discuss implications for future research and practice. Chapter IV In correctional educational settings students demonstrate a variety of academic (i.e. academic achievement gap; Rampey et al., 2016) and behavioral (i.e. disruptive behaviors; Gagnon et al., 2022; Leone & Wruble, 2015) support needs. These disruptions in effective instructions and frequent need to provide redirection are contributing factors to teacher burn-out in these settings (Blank & Shavit, 2016; Jurich et al., 2001). To support students with the challenges related to their needs self-monitoring has been demonstrated as a promising intervention (Lively et al., 2019; Pitzel et al., 2024; Sanders et al., 2021). Self-monitoring is an effective, efficient intervention that promotes self-awareness and accountability in students while targeting desired change in academic, behavioral, and emotional skills (Bell et al., 2013; Chapter 2). However, there is a lack of research and data on the use of self-monitoring in correctional education settings, making it difficult for educators to effectively integrate it as a classroom-based support. The purpose of this article is to provide educators in correctional settings with clear guidance on designing, planning, implementing, and progress-monitoring self-monitoring strategies in their classrooms.