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Self-monitoring to increase the on-task behavior of students with learning disabilities has been the focus of numerous studies in the literature. This study examined the effectiveness of computer aided selfmonitoring of academic task completion to reduce self-injurious behavior in a 13-year-old male student with autism. Using an ABAB design, data were collected over 22 sessions in a resource-reading classroom. Visual and statistical analyses indicated that when self-monitoring of activity completion was implemented, rates of completion increased and maladaptive behaviors such as self-injurious behavior and tantruming decreased. Discussion follows for implications for self-monitoring with students with autism.

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