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.


"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
"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
"Parent-supported interventions after pediatric ABI bring reductions to the cost to society"
Eric Hermans; Netherlands
"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
"More play increases brain plasticity and makes for better recovery post brain injury"
Professor Bryan Kolb; Canada
"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
"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
"When different organisations assess different aspects of a child's neuro-rehabilitation needs, everyone looks at things from a different perspective and highlight needs and conflicting priorities"
Cathy Jonson; Rehab without Walls; United Kingdom.
"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 would like to see earlier identification and support for children with brain injuries to help them succeed in school."
Dalton Leong; Chief Executive of the Children's Trust

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 Charity Excellence Lottery Funded