Improving Cooperation Skills Through a Mnemonic for Self-Monitoring

Abstract

Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in reactivity theory, is an evidence-based practice that can help students improve their cooperation skills. The use of mnemonics is a common practice to assist in identifying the important components of any intervention. Using mnemonics and self-monitoring is efficient for academic and social skills. Combining them to improve cooperation skills would produce both academic and social benefit while allowing the teacher to maintain classroom instruction. The article illustrates the pairing of mnemonics and self-monitoring to target cooperation skills with explicit instruction for implementation.