Motivating Elementary Students to Self-Monitor and Regulate Their Behavior

“A transformative resource for educators and school-based mental health professionals seeking practical, evidence-based strategies to support student behavior and self-regulation. Grounded in self-determination theory and motivational interviewing, the SMARTS program helps students change their actions through goal setting, self-monitoring, and reflection. The authors—renowned experts in school social work and school psychology—offer a clear, detailed, and research-backed framework that integrates seamlessly into multi-tiered systems of support. With lesson plans, real-world case studies, and tools for implementation, SMARTS can be used as a Tier 2 intervention or adapted for individual student concerns.”

—Cynthia Franklin, PhD, LCSW-S, Stiernberg/Spencer Family Professor in Mental Health, Steve Hicks School of Social Work, The University of Texas at Austin


“The SMARTS program goes beyond typical cognitive-behavioral interventions for children with problem behaviors by focusing on children’s self-regulation. The book offers a strong, well-formulated background and conceptual framework for the approach and a detailed description of the manualized sessions. It excels in highlighting interactive processes and techniques by which adults can support the development of children’s motivation and autonomy. Outstanding tips for handling often-difficult implementation issues are provided, including how to foster buy-in among school personnel and how to address challenging student behavior during sessions. All of this is done with an engaging writing style that makes it feel like the authors are talking directly to the reader.”

—John E. Lochman, PhD, ABPP, Saxon Professor Emeritus of Psychology and Senior Fellow, Alabama Life Research Institute, The University of Alabama


“This book is the perfect combination of scholarly and practical. The authors describe the theoretical underpinnings and research base to help the reader understand ‘the why’ of SMARTS prior to engaging with the detailed implementation guide. Practitioners will especially appreciate the sensible solutions for responding to implementation challenges. What separates SMARTS from other Tier 2 and 3 interventions is the focus on teaching students not just to regulate their behavior, but also to process and reflect, which ultimately helps them grow as self-directed learners.”

—Allison L. Bruhn, PhD, Scanlan Center for School Mental Health, University of Iowa