This study evaluated effects of a self-monitoring package to improve a targeted social skill and problem behavior of two elementary school students with autism spectrum disorders placed in regular classrooms. Non-concurrent multiple baseline across participants and A-B-A designs were used. Assessment information was collected through interviews with teachers and behavioral observation. The targeted social skill and problem behavior were holding their heads up and touching stationery respectively, both while teachers were talking during Japanese and math classes. Students were instructed to monitor their target behaviors by themselves. Data were collected during the intervention and generalization settings by using direct observation for discussing the effects the program. Additionally, the information of the package’s acceptability to teachers and subjective assessment of understanding of classes by students and teachers were also gathered. The results showed that students increased their target social skill and decreased their problem behavior in the intervention and generalization settings, and these effects were maintained. Moreover, the data concerning acceptability and subjective assessment of understanding of classes were highly evaluated. These results were analyzed in terms of rule control.