Explicitly teaching skills associated with self-determination has been promoted to support students' independence and control over their own lives. This is especially important for students with behavior problems. One self-determination skill or behavior that has been studied widely is self-monitoring. Although multiple reviews of various self-monitoring interventions exist, we provide an updated review of the literature focusing on the role various elements such as reinforcement, feedback, function, and technology play in self-monitoring interventions for students with behavior problems. In this review, we synthesize 41 recent (2000-2012) studies of self-monitoring interventions conducted with K-12 students exhibiting persistent behavior problems. Key findings, limitations, and implications for research and practice are discussed.