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
Child 1 - Aged 14 and 3 years after a traumatic brain injury
2019 2020 Change
REASONING 301/800 426/800   +  125
MEMORY 181/800 304/800   +  123
ATTENTION 463/800 573/800   +  110
COORDINATION 47/800 309/800   +  262
PERCEPTION 158/800 374/800   +  216
"There are problems with getting people into neuro-rehab. Those most in need are often those most excluded due to a lack of socio-economic resources."
Vicki Anderson; Australia
"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
"Participation in teen sports and normal activities leads to improved quality of life for children and young people post brain injury and helps to maximise outcomes"
Claire Willis; Australia
"Brain development is complex and prolonged. Brain plasticity is influenced by a range of factors. Plasticity provides a base for neuro-rehab therapies and treatment"
Professor Bryan Kolb; Canada
"With support parents cope better so the child has a better recovery"
Andrea Palacio-Navarro; Spain
"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
"We are impressed with the progress you have made with the individual we referred to you."  Social Worker    
"Case management for children and young people post acquired brain injury is 'pivotal' to successful outcomes and must be local"
Deborah Andrews; New Zealand

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 to their lives.

Council for Disabled Children Community Funded Charity Excellence Lottery Funded Youth Foundation BBC CiN