Three severely handicapped high school students were taught to self-deliver reinforcment after a teacher had given feedback concerning the rate of production. The students self-managed their reinforcement by use of a prosthetic to determine whether or not to give themselves reinforcement. The performance across seven tasks was evaluated during baseline, a condition of teacher-delivery of reinforcement and progressively thinner schedules of student-delivery of reinforcement. Results showed a steady improvement in performance over time, but comparisons between the conditions of teacher versus student control of reinforcement were not possible due to strong practice effect. Potential future benefits of developing self-management strategies are discussed. (Author)