This study used a multiple baseline design across subjects to investigate the effects of a self-monitoring package on the math and spelling homework completion and accuracy rates of four fourth-grade students (two boys and two girls) with disabilities in an inclusive general education classroom. Throughout baseline and intervention, participants were assigned daily homework. During intervention, participants self-monitored in the evening at home and in the morning on the computer at school, and took part in a brief scripted, daily conference with the special education teacher to review the self-monitoring sheets. During the last two intervention phases, the conference was reduced to two and then one randomly selected day(s) per week, respectively. Maintenance data were taken over a 2-3-week period after the removal of the intervention. The self-monitoring package led to higher percentages of both math and spelling homework completion and accuracy during each phase of the intervention compared to baseline. These improved performances were maintained.