The intent of this study was to reduce the numbers of off-task behaviors of a group of 32 sixth-grade students in an economically disadvantaged, urban, junior high school. The subjects of the study were given the materials (paper, the mathematics book, and pencils) and seated before the tardy bell. Following teacher graphing of each of the behaviors, students monitored their own behaviors for 10 days and received positive reinforcement through stickers. The results of an A-B withdrawal study showed that adolescents' on-task behaviors, in a regular classroom, can be increased with the implementation of self-monitoring and self-graphing. All on-task behaviors but one improved. Results indicated that on-task behaviors can be improved and effectively faded with self-monitoring and self-graphing. Two graphs illustrate findings. (Contains 9 references.) (SLD)