Self-Monitoring Among Secondary and Post-Secondary Students with Intellectual and Developmental Disabilities: A Systematic Review

Document Type


Publication Date


Publication Title

Special Education Research, Policy & Practice




Individuals with intellectual and developmental disabilities (IDD) are going to college to earn certificates of completion in ever-increasing numbers in the pursuit of obtaining competitive employment (Cullen, Simmons-Reed, & Weaver, 2017). However, these students may need more support in order to reach their full potential and to survive and thrive independently as they transition to adulthood. Learning how to self-monitor is an important skill for success in college and employment. Unfortunately, there are significant gaps in the literature on self-monitoring for students with IDD who are attending post-secondary institutions. A preliminary search of the literature has revealed very few studies applicable to self-monitoring behaviors in college-aged individuals with IDD. This paper will reflect the results of a detailed search of the peer-reviewed literature surrounding this topic.


This work is archived and distributed under the repository's standard copyright and reuse license, available here. Under this license, end-users may copy, store, and distribute this work without restriction. For questions related to additional reuse of this work, please contact the copyright owner.