The purpose of this study is to determine the effectiveness of a self-monitoring practice in a middle school setting. A total of three participants who received special education services utilized this self-monitoring practice to evaluate their individual behaviors. This investigation took place in an inclusive classroom setting where the participants received instruction from a certified teacher alongside their non-disabled peers. A multiple baseline ABAB design was employed to determine the effectiveness of a cuing procedure on two specific measures; 1.) staying on task and 2.) following directions. The participants recorded data on their individual intervention sheets during the intervention phases. Each of the participants made improvements toward the two specified measures. This investigation revealed that self-monitoring practices can be used to manage students’ behaviors and to assist teachers with classroom management.