The purpose of this study was to examine the effects of a self-monitoring procedure to increase classroom preparedness skills of four sixth grade students with Attention Deficit Hyperactivity Disorder (ADHD). The study used a multiple-baseline across participants design to evaluate the effectiveness of this intervention. The baseline, intervention, and maintenance data were gathered in a Language Arts resource classroom. Social validity was obtained by having a regular education teacher complete rating scales before and after the study. The students in the study also completed post-intervention surveys to further assess social validity. After the intervention, maintenance data were collected. Result demonstrated that the self-monitoring intervention increased classroom preparedness skills for all four students. These skills were maintained even without the checklist, as shown by the maintenance data.