Self Monitoring

Physical Communication Cognitive Behavioural / Emotional

Self-monitoring involves the process of setting goals, planning, monitoring/reviewing, and adjusting accordingly. Normally this process is automatic, however people with a brain injury may lose these abilities. It may have to become a more conscious and deliberate thought process.

As a result of an acquired brain injury there may be specific difficulties in understanding needs, setting realistic goals, making plans to achieve the goals, initiating relevant goal-directed behaviours, inhibiting distracting behaviours, monitoring performance, evaluating the outcomes in relation to goals, and making strategic adjustments as a result of this monitoring process.

Self-monitoring tends to develop in steps from:

  • minimal understanding of what is easy and what is difficult, to
  • increasing understanding that some activities/functions are easy and some are difficult, to
  • recognition that a mistake has been made after it is made, to
  • anticipating difficult activities and doing something in advance to succeed.

Self-monitoring is therefore closely tied to self-awareness of strengths and weaknesses. If a person with a brain injury is not aware of difficulties in a specific domain of functioning, or actively resist acknowledging such difficulties, they are unlikely to effectively monitor their performance in that domain. It may therefore be necessary to use rehabilitation to develop such awareness or overcome resistance.


"NHS clinicians struggle with what intervention to prioritise in paediatric neuro-rehabilitation due to limited clinical time and the complexity of needs. Children, clinicians, parents and schools all have different neuro-rehabilitation priorities"
Recolo; United Kingdom
"We are medical practitioners. The real experts are the parents. Over the last 35 years they have taught me everything I know"
Lucia Braga; Brazil
"There are problems with getting people into neuro-rehab centres. Those most in need are often those most excluded due to a lack of socio-economic resources."
Vicki Anderson; Australia
"Healthy teens are better at identifying strategies to deal with barriers. KIDS WITH ABI'S CAN'T!"
Shari Wade; USA
"Poor parenting styles affects children's behavior; increases their learning disability; and has a negative impact on emotions; anxiety; anger management post brain injury"
Andrea Palacio-Navarro; Spain
"Families and professionals spend time focusing on the negative aspects of ABI. Families need to be properly supported as 'resilience' is key to delivering successful outcomes for children and young people."
Roberta De Pompeii; USA
"Children and young people have poor social competence post brain injury due to reduced cognition, executive functions, and emotional control. As a result they are twice as likely to have mental health issues in the future"
James Tonks; University of London
"Too often children and young people with ABI are discharged from hospital without specialist brain support that they and their families need to overcome lifelong challenges"
Andrew Ross; former Chief Executive of the Children's Trust
"Often families don't have the financial capability to access services. We need to rethink how we deliver neuro-rehab services to children and young people"
Vicki Anderson; Australia
"New parenting support intervention showed how parenting style is related to executive dysfunction in children and young people post brain injury. With support parents cope better so the child has a better recovery"
Andrea Palacio-Navarro; Spain

OUR MISSION: To work to remove inequalities for children & young people affected by acquired brain injury; and provide effective support to their families that makes a real difference.

Council for Disabled Children Community Funded Charity Excellence Lottery Funded