In this study, using a single-case multiple-treatment reversal (A-B-A-B-C) research design, we replicated and extended previous strategic self-monitoring research by teaching five students, with and without disabilities, to use ACT-REACT to increase their academic engagement, productivity, and accuracy across new and previously learned math material. Then, we gradually faded the students' use of the strategic self-monitoring recording sheet until they were no longer using it. When the ACT-REACT self-monitoring recording sheet was in place the students' engagement and academic productivity increased; however, when it was faded, the results varied. During fading, the students' performance generally exceeded baseline conditions and compared adequately to intervention effects. Overall, the results of this study support the advantages of strategic self-monitoring and also point to the mixed benefits of fading these procedures in inclusive environments.