The efficacy of a self-management program emphasizing self-assessment and self-recording was investigated with a class of nine behaviorally disordered boys (10-13 years old). Following baseline and untrained self-record phases, two training phases in which Ss were reinforced for accurate self-recording were implemented. A final self-record phase followed the training phases. The reliability of the students' self-recording increased through the training phases and maintained at an accurate rate during the final self-record phase. Concurrent decrease in disruptive behavior was demonstrated. Academic response rate did not deteriorate and, in individual cases, showed improvement during the course of the program. (Author/SB)