Seven papers address the teaching of self-management skills to disabled persons in supported employment settings. In "Competitive Employment: Teaching Mentally Retarded Employees to Maintain Their Work Behavior," (Frank Rusch and others), external cues managed by job coaches are contrasted to self-generated cues leading to employee self reliance. "Competitive Employment: Utilizing the Correspondence Training Paradigm to Enhance Productivity" (Katherine Crouch and others) demonstrates the effectiveness of verbal self-direction in improving the work performance of three retarded employees. "Teaching Task Sequencing via Verbal Mediatin" (Frank Rusch and others) reports procedures used to teach a moderately retarded woman to sequence her job-related tasks. In "Competitive Employment: Teaching Mentally Retarded Employees Self-Instructional Strategies," Rusch and others report on a self-instructional package utilizing a systematic question answering approach. "Teaching a Student with Severe Handicaps to Self-Instruct: A Brief Report" (Rusch and others) reports on the improvement of social skills through teaching proper requesting techniques. "Utilizing Self-Management Procedures To Teach Independent Performance" by Thomas Lagomarcino and Frank Rusch applies the procedures to a person with profound mental retardation. A conceptual framework for implementing self-management procedures in supported employment settings is presented in the last paper, "Utilizing Self-Management to Facilitate Independence on the Job" by Lagomarcino and others. (DB)