Self-monitoring is an attractive alternative to externally managed behavior support strategies for students with disruptive behaviors in school settings. With the increased emphasis on employing FBA procedures, a significant need exists to effectively link FBA data with self-monitoring interventions. The purpose of this study was to investigate the differential effects of self-monitoring functionally equivalent and non-functionally equivalent responses based on FBA data with four students with E/BD in special education classrooms. During the first phase of the study, the function of students' disruptive behaviors was empirically demonstrated. This information was used in the second phase of the study to compare the two conditions. In one condition, students self-monitored a behavior that was functionally equivalent to the student's disruptive behaviors. The effects of this condition were compared to those of self-monitoring a behavior that is not functionally equivalent to their disruptive behavior. An ABCBC reversal design was used to examine the effects of the different self-monitoring conditions. Generalization across settings was examined in general education classrooms. The data for two students suggested that self-monitoring a functionally equivalent behavior was more effective than self-monitoring a non-functionally equivalent behavior. The effects generalized across settings when a modified self-monitoring strategy was implemented. One student demonstrated undifferentiated responding across conditions. Further research is warranted to support the efficacy of linking FBA data with self-monitoring.