The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities.

The team gave paraprofessionals a one-page checklist. The list showed every step of a token-economy lesson.

Staff ticked off each step as they did it. Kids with developmental delays earned tokens for academic tasks.

Procedural integrity jumped above 90% and stayed there. Kids also showed more academic-ready behaviors.

The gains held after the checklist was removed.

Beaulieu et al. (2024) later used the same checklist trick for culturally responsive plans. Both studies show a simple list keeps staff on track.

Aznar et al. (2005) used bi-weekly feedback instead of daily checklists. Both methods raised fidelity, so you can pick the schedule that fits your team.

Jennett et al. (2003) flipped the idea: they taught kids, not staff, to self-manage. Together the papers show self-monitoring works for any agent in the room.

You can print the checklist today and hand it to aides before the next session. No extra training hours or tech needed. When staff track their own steps, token economies stay clean and kids learn faster.