Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring interventions were implemented within a multiple baseline design across three students to increase compliance. Results demonstrated that the intervention was effective and that all three students increased compliance during teacher-monitoring and self-monitoring conditions. These results are discussed in terms of recent research on function-based self-monitoring interventions.