Difficulties in academic achievement have been linked to adverse outcomes such as increased problem behavior and delays in development (Hinshaw, 1992). Early education should include training to self-monitor, as self-monitoring can improve academic performance and has a wide range of uses (Harris et al., 2005). Previous literature typically uses frequent self-monitoring opportunities ranging from every 30 seconds to 1 minute. The purpose of this study was to identify the effects of the number of self-monitoring opportunities when self-monitoring on-task behavior and self-monitoring accuracy of task completion, on-task behavior, disruptions, and accuracy of self-monitoring (types of errors) and determine the preferences of participants for both the method and number of opportunities to self-monitor. Results showed high levels of on-task behavior across methods and a number of opportunities. Participants completed tasks more accurately when self-monitoring the accuracy of task completion. Overall, there were benefits to self-monitoring less frequently: 2 out of 3 participants were more accurate with fewer opportunities, implementation was easier, mistakes in task completion and self-monitoring were reduced, fewer disruptions, shorter session durations, and less cheating. Participants preferred on-task self-monitoring, though incorporating some component involving accuracy of task completion is beneficial as monitoring on-task behavior alone is often insufficient for ensuring accuracy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]