Aaron M. Thompson, PhD, MSW, MEd, is Professor and Director of the School of Social Work at the University of Missouri, where he also serves as Associate Director of the Missouri Prevention Science Institute. Prior to becoming a professor, he worked as an adventure therapist, juvenile court counselor, school social worker, and public school principal. Dr. Thompson is the primary developer of the Self-Monitoring and Regulation Training Strategy (SMARTS) program. He has authored over 100 publications on interventions and reducing risk factors in schools and has been recognized with the Gary Lee Shaffer Faculty Award from the School Social Work Association of America and the Faculty Award from the University of Missouri Alumni Association, among other honors.Keith C. Herman, PhD, is Curators’ Distinguished Professor in School Psychology at the University of Missouri, where he codirects the Missouri Prevention Science Institute. Previously, he worked as a school psychologist in an Oregon school district. A member of the Motivational Interviewing Network of Trainers, Dr. Herman presents nationally and has published over 190 peer-reviewed articles and chapters, as well as several books. Much of his research and applied work focuses on using motivational interviewing with students, teachers, and families to promote effective environments for youth.Wendy M. Reinke, PhD, is Curators’ Distinguished Professor in School Psychology at the University of Missouri, where she codirects the Missouri Prevention Science Institute. Previously she worked in a variety of school consultation settings, including as a school psychologist in an elementary school. Dr. Reinke developed the Classroom Check-Up, an assessment-based classwide teacher consultation model. Her research focuses on the prevention of disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. She presents nationally, has published over 140 peer-reviewed articles, and has coauthored several books. Dr. Reinke is Director of the National Center for Rural School Mental Health.

“This book is the perfect combination of scholarly and practical. The authors describe the theoretical underpinnings and research base to help the reader understand the 'why’ of SMARTS prior to engaging with the detailed implementation guide. Practitioners will especially appreciate the sensible solutions for responding to implementation challenges. What separates SMARTS from other Tier 2 and 3 interventions is the focus on teaching students not just to regulate their behavior, but also to process and reflect, which ultimately helps them grow as self-directed learners.”--Allison L. Bruhn, PhD, Scanlan Center for School Mental Health, University of Iowa“The SMARTS program goes beyond typical cognitive-behavioral interventions for children with problem behaviors by focusing on children’s self-regulation. The book offers a strong, well-formulated background and conceptual framework for the approach and a detailed description of the manualized sessions. It excels in highlighting interactive processes and techniques by which adults can support the development of children’s motivation and autonomy. Outstanding tips for handling often difficult implementation issues are provided, including how to foster buy-in among school personnel and how to address challenging student behavior during sessions. All of this is done with an engaging writing style that makes it feel like the authors are talking directly to the reader.”--John E. Lochman, PhD, ABPP, Saxon Professor Emeritus of Psychology and Senior Fellow, Alabama Life Research Institute, The University of Alabama​“A transformative resource for educators and school-based mental health professionals seeking practical, evidence-based strategies to support student behavior and self-regulation. Grounded in self-determination theory and motivational interviewing, the SMARTS program helps students change their actions through goal setting, self-monitoring, and reflection. The authors--renowned experts in school social work and school psychology--offer a clear, detailed, and research-backed framework that integrates seamlessly into multi-tiered systems of support. With lesson plans, real-world case studies, and tools for implementation, SMARTS can be used as a Tier 2 intervention or adapted for individual student concerns.”--Cynthia G.S. Franklin, PhD, LCSW-S, Stiernberg/Spencer Family Professor in Mental Health, Steve Hicks School of Social Work, The University of Texas at Austin-

• I. Background and Rationale for SMARTS1. Is Self-Monitoring Effective?2. SMARTS Overview3. SMARTS as an Intervention in a Multi-Tiered System of Support4. SMARTS: Tapping the Power of Autonomy Support5. Motivational Interviewing and SMARTSII. Implementing SMARTS6. Tips on Preparing for and Implementing SMARTS7. SMARTS Phase I: Student Training Lesson Plans8. SMARTS Phase II: Student Self- and Teacher Monitoring9. SMARTS Phase III: Processing Self and Teacher DataIII. Next Steps10. SMARTS Modifications and Next StepsReferencesIndex

Aaron M. Thompson, PhD, MSW, MEd, is Professor and Director of the School of Social Work at the University of Missouri, where he also serves as Associate Director of the Missouri Prevention Science Institute. Prior to becoming a professor, he worked as an adventure therapist, juvenile court counselor, school social worker, and public school principal. Dr. Thompson is the primary developer of the Self-Monitoring and Regulation Training Strategy (SMARTS) program. He has authored over 100 publications on interventions and reducing risk factors in schools and has been recognized with the Gary Lee Shaffer Faculty Award from the School Social Work Association of America and the Faculty Award from the University of Missouri Alumni Association, among other honors.Keith C. Herman, PhD, is Curators’ Distinguished Professor in School Psychology at the University of Missouri, where he codirects the Missouri Prevention Science Institute. Previously, he worked as a school psychologist in an Oregon school district. A member of the Motivational Interviewing Network of Trainers, Dr. Herman presents nationally and has published over 190 peer-reviewed articles and chapters, as well as several books. Much of his research and applied work focuses on using motivational interviewing with students, teachers, and families to promote effective environments for youth.Wendy M. Reinke, PhD, is Curators’ Distinguished Professor in School Psychology at the University of Missouri, where she codirects the Missouri Prevention Science Institute. Previously she worked in a variety of school consultation settings, including as a school psychologist in an elementary school. Dr. Reinke developed the Classroom Check-Up, an assessment-based classwide teacher consultation model. Her research focuses on the prevention of disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. She presents nationally, has published over 140 peer-reviewed articles, and has coauthored several books. Dr. Reinke is Director of the National Center for Rural School Mental Health.

“This book is the perfect combination of scholarly and practical. The authors describe the theoretical underpinnings and research base to help the reader understand the 'why’ of SMARTS prior to engaging with the detailed implementation guide. Practitioners will especially appreciate the sensible solutions for responding to implementation challenges. What separates SMARTS from other Tier 2 and 3 interventions is the focus on teaching students not just to regulate their behavior, but also to process and reflect, which ultimately helps them grow as self-directed learners.”--Allison L. Bruhn, PhD, Scanlan Center for School Mental Health, University of Iowa“The SMARTS program goes beyond typical cognitive-behavioral interventions for children with problem behaviors by focusing on children’s self-regulation. The book offers a strong, well-formulated background and conceptual framework for the approach and a detailed description of the manualized sessions. It excels in highlighting interactive processes and techniques by which adults can support the development of children’s motivation and autonomy. Outstanding tips for handling often difficult implementation issues are provided, including how to foster buy-in among school personnel and how to address challenging student behavior during sessions. All of this is done with an engaging writing style that makes it feel like the authors are talking directly to the reader.”--John E. Lochman, PhD, ABPP, Saxon Professor Emeritus of Psychology and Senior Fellow, Alabama Life Research Institute, The University of Alabama​“A transformative resource for educators and school-based mental health professionals seeking practical, evidence-based strategies to support student behavior and self-regulation. Grounded in self-determination theory and motivational interviewing, the SMARTS program helps students change their actions through goal setting, self-monitoring, and reflection. The authors--renowned experts in school social work and school psychology--offer a clear, detailed, and research-backed framework that integrates seamlessly into multi-tiered systems of support. With lesson plans, real-world case studies, and tools for implementation, SMARTS can be used as a Tier 2 intervention or adapted for individual student concerns.”--Cynthia G.S. Franklin, PhD, LCSW-S, Stiernberg/Spencer Family Professor in Mental Health, Steve Hicks School of Social Work, The University of Texas at Austin-

• I. Background and Rationale for SMARTS1. Is Self-Monitoring Effective?2. SMARTS Overview3. SMARTS as an Intervention in a Multi-Tiered System of Support4. SMARTS: Tapping the Power of Autonomy Support5. Motivational Interviewing and SMARTSII. Implementing SMARTS6. Tips on Preparing for and Implementing SMARTS7. SMARTS Phase I: Student Training Lesson Plans8. SMARTS Phase II: Student Self- and Teacher Monitoring9. SMARTS Phase III: Processing Self and Teacher DataIII. Next Steps10. SMARTS Modifications and Next StepsReferencesIndex

Aaron M. Thompson, PhD, MSW, MEd, is Professor and Director of the School of Social Work at the University of Missouri, where he also serves as Associate Director of the Missouri Prevention Science Institute. Prior to becoming a professor, he worked as an adventure therapist, juvenile court counselor, school social worker, and public school principal. Dr. Thompson is the primary developer of the Self-Monitoring and Regulation Training Strategy (SMARTS) program. He has authored over 100 publications on interventions and reducing risk factors in schools and has been recognized with the Gary Lee Shaffer Faculty Award from the School Social Work Association of America and the Faculty Award from the University of Missouri Alumni Association, among other honors.Keith C. Herman, PhD, is Curators’ Distinguished Professor in School Psychology at the University of Missouri, where he codirects the Missouri Prevention Science Institute. Previously, he worked as a school psychologist in an Oregon school district. A member of the Motivational Interviewing Network of Trainers, Dr. Herman presents nationally and has published over 190 peer-reviewed articles and chapters, as well as several books. Much of his research and applied work focuses on using motivational interviewing with students, teachers, and families to promote effective environments for youth.Wendy M. Reinke, PhD, is Curators’ Distinguished Professor in School Psychology at the University of Missouri, where she codirects the Missouri Prevention Science Institute. Previously she worked in a variety of school consultation settings, including as a school psychologist in an elementary school. Dr. Reinke developed the Classroom Check-Up, an assessment-based classwide teacher consultation model. Her research focuses on the prevention of disruptive behavior problems in children and increasing school-based implementation of evidence-based practices. She presents nationally, has published over 140 peer-reviewed articles, and has coauthored several books. Dr. Reinke is Director of the National Center for Rural School Mental Health.

“This book is the perfect combination of scholarly and practical. The authors describe the theoretical underpinnings and research base to help the reader understand the 'why’ of SMARTS prior to engaging with the detailed implementation guide. Practitioners will especially appreciate the sensible solutions for responding to implementation challenges. What separates SMARTS from other Tier 2 and 3 interventions is the focus on teaching students not just to regulate their behavior, but also to process and reflect, which ultimately helps them grow as self-directed learners.”--Allison L. Bruhn, PhD, Scanlan Center for School Mental Health, University of Iowa“The SMARTS program goes beyond typical cognitive-behavioral interventions for children with problem behaviors by focusing on children’s self-regulation. The book offers a strong, well-formulated background and conceptual framework for the approach and a detailed description of the manualized sessions. It excels in highlighting interactive processes and techniques by which adults can support the development of children’s motivation and autonomy. Outstanding tips for handling often difficult implementation issues are provided, including how to foster buy-in among school personnel and how to address challenging student behavior during sessions. All of this is done with an engaging writing style that makes it feel like the authors are talking directly to the reader.”--John E. Lochman, PhD, ABPP, Saxon Professor Emeritus of Psychology and Senior Fellow, Alabama Life Research Institute, The University of Alabama​“A transformative resource for educators and school-based mental health professionals seeking practical, evidence-based strategies to support student behavior and self-regulation. Grounded in self-determination theory and motivational interviewing, the SMARTS program helps students change their actions through goal setting, self-monitoring, and reflection. The authors--renowned experts in school social work and school psychology--offer a clear, detailed, and research-backed framework that integrates seamlessly into multi-tiered systems of support. With lesson plans, real-world case studies, and tools for implementation, SMARTS can be used as a Tier 2 intervention or adapted for individual student concerns.”--Cynthia G.S. Franklin, PhD, LCSW-S, Stiernberg/Spencer Family Professor in Mental Health, Steve Hicks School of Social Work, The University of Texas at Austin-

• I. Background and Rationale for SMARTS1. Is Self-Monitoring Effective?2. SMARTS Overview3. SMARTS as an Intervention in a Multi-Tiered System of Support4. SMARTS: Tapping the Power of Autonomy Support5. Motivational Interviewing and SMARTSII. Implementing SMARTS6. Tips on Preparing for and Implementing SMARTS7. SMARTS Phase I: Student Training Lesson Plans8. SMARTS Phase II: Student Self- and Teacher Monitoring9. SMARTS Phase III: Processing Self and Teacher DataIII. Next Steps10. SMARTS Modifications and Next StepsReferencesIndex