Self-monitoring is a well-studied and widely used self-management skill in which a person observes and records his or her own behavior. Video feedback (VFB) occurs when an instructor videotapes a child's performances and reviews the footage with the child and potentially allows the child to score or evaluate their own behavior. A multiple-probe design across participants was used in the present study to evaluate the effects of self-monitoring during VFB on the frequency of social initiating for three students with autism who failed to exhibit the previously mastered skills upon entering a general education classroom. The frequency of initiating increased in general education settings when VFB was introduced. Data also indicated that initiating generalized across settings and people not previously associated with VFB and were maintained in the absence of VFB for two of three participants.