<p>The purpose of this study was to evaluate the effectiveness of the I-Connect Self-Monitoring Intervention for improving the on-task behavior of elementary school students with attention difficulties in a general education setting. This study also investigated the effects of thinning the self-monitoring intervals. The average time on task was higher in the intervention condition compared to the baseline and withdrawal conditions. The increased interval lengths resulted in some deterioration of on-task behavior. Teachers’ and students’ perceptions of the intervention were positive, and all students chose to participate in the intervention when given the opportunity to do so. Given that on-task behavior is essential for accessing the curriculum, the I-Connect SM intervention may prove beneficial in helping some students maintain on-task behavior.</p>