The value of a videotaped self-modelling and self-monitoring treatment program was investigated in the present study. The focus was the effect of the treatment program on the off-task classroom behaviour of 3 male children with autism. The participants were aged between 9 and 11 years. Two of the children were described as severely autistic and the other was described as moderately autistic. All 3 had deficient cognitive skills. Each of the studies in the research project employed a single-subject withdrawal design. The first two studies followed an A-B-A design and the third followed an A-B-A-C-A design. The results indicated considerable decreases in off-task behaviour during the period of intervention. Both short-term and long-term maintenance gains were in evidence. The intervention was then reimplemented during follow-up and similar reductions in off-task behaviour were demonstrated. Attention theory was used to support the outcomes of the research.