The maintenance of learned behavior is a problem frequently faced by teachers of persons with severe disabilities. The study examined the use of a self-management procedure to improve and maintain the work performance of 6 young adults (ages 18-20) with severe retardation in integrated job settings. Students were taught to self-monitor their work rate on job tasks in a restaurant setting, evaluate daily performance against criterion, and recruit contingent feedback from supervisors. A multiple baseline design across subjects, and two within-series reversals, indicated a functional relationship between self-recruited feedback and maintenance of improved work rate. Self-monitoring of work rate alone was not a consistently effective maintenance strategy. Results are discussed in terms of the need for a comprehensive technology of maintenance that requires a low response cost to apply over long periods of time. A 52-item reference list is appended. (Author)