The author aims to provide practitioners (e.g., teachers, clinicians, parents) with a review of the research on the use of self-monitoring, a positive behavioral support, with children with disabilities. The author includes a description of the steps used to implement self-monitoring; examples of the implementation of self-monitoring with children with disabilities at a variety of abilities and ages; and recommendations for implementation, including dos and dont's, suggestions for collecting data, and advice on what to do if self-monitoring is unsuccessful. (Contains 1 table and 4 figures.)