This study examined the effects of self-mo nitoring on the on-task behavior of three fifth and sixth grade boys with autism and other disabilities. While completing math assignments independently, the students wore an electronic device called a MotivAider® that vibrated at pre-set time schedules prompting the students to self-record whether or not they were on task. A multiple baseline across students design demonstrated a functional relationship of the self-monitoring procedure on increasing on-task behavior. Additionally, all three students maintained high percentages of on-task behavior after the self-monitoring procedure was discontinued.