Children with autism spectrum disorders are commonly characterized by social and communication impairment, stereotyped and tantrum behaviors(Lequia, Machalicek, & Rispoli, 2012). Due to their neuro-developmental disorder, the aforementioned challenge behaviors interfere with negative consequences on controlling, regulating and directing the on-task behavior(Jahromi, Bryce, & Swanson, 2013). Since people with ASD frequently rely on support of caregivers, independent functioning is considered a crucial issue for children with high functioning ASD(Palmen, Didden, & Lang, 2012). Self-monitoring consists of an ongoing process allowing students to acquire and collect information about their task performance related to established standards. The procedure represents an alternative to teacher-managed activities or contingencies and has been successfully implemented(Afshari, 2012; Deutsch, Dube, & Mc Ilvane, 2008). Furthermore, self-monitoring promotes on task behavior to be generalized. Unlike previous studies which are focused on structured education setting and not in unstructured education settings like subway, the present study aims to verify that self-monitoring is effective in subway in ASD.