This study examined whether self-evaluation and self-reflection coupled with self-monitoring of on-task behavior would increase the occurrence of on-task behavior in 12 fourth and fifth grade students with mild disabilities (learning disabilities, emotional disorders, and mild mental handicaps). Two teachers in different schools implemented a self-monitoring intervention during reading, language arts, and mathematics instruction in a resource room setting during small group instruction. The study found that implementation of self-monitoring increased on-task behavior, but self-evaluation and self-reflection did not produce further increases in on-task behavior. Results also suggest that reinforcement for on-task behavior may be necessary along with reinforcement for marking record sheets accurately. A daily routine with a structured lesson format also appeared to have a positive effect on on-task behavior. Research instruments are appended. (Contains 32 references.) (DB)