Students with EBD display off-task and disruptive behaviors. These behaviors result in removal from classrooms and poor academic and social growth due to limited exposure to academic materials. This literature review examined self-monitoring intervention as a tool for addressing off task behavior of students with EBD. Findings from the studies showed that self-monitoring intervention decreased off task behaviors of students with EBD. At the end of this presentation, participants will be able to: Gain insights into the academic and behavioral challeges students with encounter in general education settings; understand that if properly implemented, sef-monitoring is an effective intervention for addressing the academic, social, and behavioral needs of students with EBD; understand that students with EBD can receive their educational services in general education setting if teachers are equipped with knowledge and resources to serve this student population; gain an understanding of the importance of classroom managememt in relation to serving diverse learners in gemneral education settings; develop the knowledge of LRE, particularly as it relates to including students with EBD in general classrooms.