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Teaching students to self-monitor their behavior has proven to be an effective educational strategy for increasing the on-task behavior of students with and without disabilities. This study examined the effectiveness of a tactile prompt to increase the on-task behaviors among 3 high-school students diagnosed with severe emotional disorders, being served in a self-contained special education classroom. Students were taught to self-monitor their behavior by using the MotivAider, an electronic device that prompts the student to record their behavior by vibrating. An ABAB reversal design was used for each of the participants, and the results indicated that after the implementation of the self-monitoring intervention, the students ’ on-task behavior increased from 33.6 % of the intervals during initial baseline to 81.9 % of the intervals during the intervention phase. Not only did the MotivAider increase the on-task behavior of the students, the students enjoyed using them, and after the study was completed continued to use the MotivAiders. ii