The study examined the effectiveness of teaching self-management of classroom on-task behavior to four mentally retarded/emotionally disturbed children (6-9 years old). Also explored were the effects of procedures on disruptive behavior, task performance, and task accuracy. Following baseline, a standard token program was instituted. After establishing a high rate of on-task behavior, a reversal phase was implemented. The token program was then reinstituted; followed by a series of six fading stages, during which self-management was gradually introduced by reducing verbal and physical prompts. Findings offered strong support for the use of self-management with retarded/disturbed children. (SBH)