Behavior Systems

This page consists of various behavioral systems and programs I use and highly recommend. It is important to remember that finding an effective system for a student can take time. Not every system works on every student and you will likely need to make several tweaks to a system before it is truly tailored for an individuals needs. Sometimes it may feel like a personal defeat if something you put in place does not work, but remember there are several factors involved and often several team members responsible for implementation.  Student behaviors change over time and so should the way we target them. Two characteristics of a good behavior system are flexibility and revisions over time. There are many times when I have had to admit a system wasn't right for a chid or wasn't right for the team being expected to implement it, and start over. Ok, with that said let's get into some of my favorite systems and how to use them...

I will be gradually adding to this list, so check back for more;)  

Cognitive Behavioral Interventions
When educators use CBI procedures, they are attempting to teach students how to control their behavior by teaching them how to regulate their thoughts and beliefs. The major goal of CBI is to teach students to manage their own behavior through cognitive self-regulation. CBI uses the principles of Applied Behavioral Analysis through a high focus on reinforcement rather than punishment and is combined with cognitive approaches such as teaching students self-regulation. CBI is a proactive rather than reactive approach; teaching students self-management and self-monitoring will help to prevent the behavior from occurring. CBI also helps develop the independence of the student, who will become less reliant on teacher supervision to display appropriate behaviors.  I often use Self-Monitoring systems in conjunction with providing self-regualation training and find them to be highly successful in students of all ages. When students use self-monitoring strategies it means they observe and record the frequency of their own behaviors. Self-monitoring has been successfully used to increase academic achievement and improve behavior for a variety of behavior and for students with a variety of disabilities. In order to self-monitor, the student must: 1) be aware of the behavior, and 2) record the behavior. For example, a student might count the number of times he/she raises his/her hand in class and/or the number of times he/she calls out without raising his/her hand. Self-monitoring systems can be easily developed to fit individual behaviors.  Cognitive Behavioral Interventions are behavioral interventions that are PAIRED with some level of counseling  to include skill building in the are of Self-Regulation. We cannot expect our students to self-regulate, self-evaluate, and self-monitor until we teach them to!! For additional information, please refer to the Counseling Curriculum page. The following are some of my favorite behavioral systems:

Check-Myself List
I created the Check-Myself Lists for students requiring the need to self- monitor throughout their day, but at a less intensive level than Self & Match seen below. Part of finding the right behavior system for a child is finding one that the teacher is able to implement and that can keep data on IEP goals. This system has a low level of teacher input and a high level of student independence, allowing it to be used in general education. I have also used it as a transition tool when taking the student off other intensive behavior systems and prior to the systematic removal of external rewards.  The Check-Myself list can, and should, be made to align to student IEP goals, as well as systematically reduce the need for prompts, and reinforce the independent use of accommodations or taught skills (i.e. movement breaks, calming strategies). We have probably all used checklists for students at some point, but this self-monitoring tool is far beyond your average checklist. It is a systematic way to track student behavior while teaching them to self-evaluate. I have made it available for purchase at a very affordable rate for educators. 

The download includes: Check-Myself List manual, demonstrating how to effectively use checklists as self-monitoring and behavioral tracking tools in education. You also receive 4 customizable Check-Myself sheets that can be individualized to fit the needs of your specific student and 2 Check-Myself completed examples. Each sheet contains one week of behavior tracking with 20 open spaces for checklist items, as well as the ability to check them off each day.  For additional information, a preview, and to purchase this item, click on the Teachers pay Teacher button below. 
Pre-K, Kindergarten, First, Second, Third -

“Self & Match” System
Demonstrates the effective use of self-monitoring as a motivational system and is an example of how self-monitoring strategies can be used in the classroom. Self & Match is a reinforcement program that can be individualized to meet the needs of each student or of an entire classroom. In this system, students learn to rate their own behavior and are rewarded both for honesty and appropriate behaviors. Self & Match is often considered a more intensive level behavioral tool, as it requires a high level of teacher input. While every Self & Match system is completely individualized and looks different for each child, they all include a few key components: built in rewards, a goal for how many points the student should earn,  3-4 target "expected" behaviors, a space for the child to rate themselves throughout the day, and a space for the teacher to rate the child throughout the day. This system, as with any other self-monitoring system, should align to student goals and can be used in tracking behaviors. Visit for training and manual information.

The Behavior Education Program (BEP)
BEP is a daily check-in, check-out intervention for students at risk of exhibiting severe behavior problems. This program can be utilized as a self-evaluation tool paired with staff reinforcement. The students attend daily meetings before and after school with an adult to monitor progress on identified behavior goals. The students also check in with teachers after each class or class period for the purpose of obtaining immediate feedback regarding their behavior. Behavior progress is monitored through daily performance reports that are sent home for parents to sign. Data are summarized weekly and reports are shared with teachers, parents, and the student. The program has been shown to result in a decreased need for more intensive tier 3 behavior interventions. Please click on the link below for more information on how to get the BEP.


  1. This helps alot, thank for putting this sit together! I am a first year psych and working with ED high school students and will be refering to your site alot!

  2. Thank you for providing this wonderful resource! I've used it several times as a springboard when writing IEP's, behavioral plans and checklists.

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  7. Do you have anything for high functioning autistic students?

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