Forty children (grades 2-5) with consistent misarticulations on one to three phonemes participated in a self-monitoring program. Ss were taught to discriminate their own correct vs. incorrect articulations and then self-monitoring of correct responses was transferred to the children's natural environments. Data were collected by trained observers and social validation measures were also collected by asking parents and teachers how the children sounded. Results showed that following baseline sessions, all of the Ss demonstrated increases in the use of the target sound in their natural environments. (CL)