Many students diagnosed with autism spectrum disorder (ASD) encounter difficulties related to self-management, which subsequently hinder their capacity to actively engage in online learning. As the enrollment of students with ASD in online education continues to rise, the exploration of self-management techniques adaptable to this educational modality becomes imperative. However, the existing body of research in this area remains limited. To bridge this gap, the present study aimed to evaluate the efficacy of a technology-aided Check- In/Check-Out (CICO) intervention to promote on-task behavior among three students with ASD attending online high school. A multiple baseline across participants design was used to measure the percentage of on-task behavior for each student. The findings suggest the implementation of the CICO intervention increased on-task behavior of all three students. This investigation underscores crucial considerations for devising and implementing personalized interventions within the context of online learning environments. The study's constraints are acknowledged, and recommendations for prospective research avenues are outlined.