Abstract: The current climate in American schools includes a push for the inclusion of students with disabilities in general education classrooms. In fact, federal legistlation mandates that all students with disabilities have meaningful access to the general education curriculum (IDEIA, 2004) and that students with and without disabilities be held equally accountable to the same academic standards (NCLB, 2001). Students with disabilities who stay on-task and maintain reasonable levels of academic productivity during independent work periods are more likely to achieve success in general education placements than are students who do not exhibit those behaviors. Although researchers have developed several strategies for increasing on-task behavior and productivity by students with and without disabilities, these interventions may be underused because they require additional time and resources from the regular education teacher. Teaching students how to self-manage their behavior offers one solution to this problem. This study examined the effects of video-based self-recording (VBSR) of on-task behavior on the on-task behavior and academic productivity by students with disabilities in general education classrooms. Five first-grade students at an urban charter school participated in the study. Data were collected daily in the regular education classroom during two independent activities in which students were expected to complete teacher assigned worksheets or items on the board During the VBSR condition students viewed a 4-minute videotape clip of themselves recorded the day before during independent work period in the regular classroom, at 30-second intervals circled "Yes" or "No" on a self-recording form to indicate whether or not they were on-task, and received points and prizes for increased on-task behavior. Results demonstrated increases in next day on-task behavior and productivity by all five participants in the setting in which the VBSR intervention occurred. On-task behavior and productivity also increased in the generalization setting for three of four students. Results are discussed in terms of potential functions of VBSR and of the increased on-task behavior and productivity demonstrated by the students following intervention. The findings of this study are also discussed with respect to previous research on self-monitoring and programming for generalization. Limitations of the study and suggestions for practice and future research are addressed.