Accurate implementation of individualized behavior intervention plans (BIPs) is a critical aspect of evidence-based practice. Research demonstrates that neither training nor consultation is sufficient to improve and maintain high rates of treatment integrity (TI). Therefore, evaluation of ongoing support strategies is needed. The purpose of this study was to examine the use of self-monitoring (SM) alone and with performance feedback (PFB) as a means for improving and generalizing TI of individualized BIPs using a multiple-baseline design across teacher-student dyads. Findings illustrated idiosyncratic responding in that one teacher established and maintained high levels of TI with SM alone, two required the addition of PFB but subsequently maintained TI with SM alone, and one teacher required the combined treatment package to be successful. Generalized TI was observed across all teachers on similar plans and for students whose interfering behavior served the same function. Student behavior corresponded moderately with increases in TI.