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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.


"Different 'experts' involved in pediatric neuro-rehabilitation come from different organisational cultures which causes conflict and has a negative effect on the outcomes for the child."
Barbara O'Connell; Ireland
"Poor parenting styles affects children's behavior; increased their learning disability; and had a negative impact on emotions; anxiety; anger management post brain injury"
Andrea Palacio-Navarro; Spain
"Intensive and individualized approaches work. A one-size-fits-all approach doesn't. You have to make it relevant to the child."
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
"Rehabilitation interventions can lead to positive outcomes for children and their families if delivered in the familiar home environment and applied to everyday situations"
Cerebra; United Kingdom
"When someone has a brain injury, early access to local, specialist rehabilitation is crucial to ensure the maximum recovery and make significant savings to the state in health costs"
Headway; United Kingdom
"Healthy teens are better at identifying strategies to deal with barriers. KIDS WITH ABI'S CAN'T!"
Shari Wade; USA
"Strength-based family intervention after pediatric ABI is essential. Parents need to be equipped with the skills to cope and advocate for the child."
Caron Gan; Canada
"We need to harness the power of brain plasticity for treating children and young people with brain injury. Stressful experiences alter brain development of a child, especially at the key ages of 0-3 and at ages 10-16"
Professor Bryan Kolb; Canada
"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

OUR MISSION: To work to remove (health) 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 Lottery Funded