Although students with emotional disturbance are commonly known for their social behavioral deficits, they often have academic deficits as well. Unfortunately, much of the intervention research and many of the practices used with this population focus upon their social behavioral deficits and fail to recognize the need to ameliorate their academic deficits. Clearly, there is a need to identify research-based interventions that focus on improving both the social behavioral and academic deficits exhibited by students with emotional disturbance. The purpose of this study was to examine the differential effects of self-monitoring of attention (SMA) versus self-monitoring of performance (SMP) on the academic and social behaviors of six, elementary-aged, African American males identified as having emotional and/or behavioral disabilities. This study employed the use of two multiple baseline across participants designs, counterbalanced across two classroom settings. The results suggest that both interventions were successful in increasing academic and attentional levels for all of the participants. Although neither of the interventions was found be superior for all of the students on the attentional variable, three of the students performed better academically when using the SMP procedures. For two of the students, the academic results were inconclusive; the student identified as other health impaired performed better academically while using the SMA intervention. The findings, social validity data, classroom implications, and suggestions for future research are discussed.