This practicum developed a self-recording procedure as a strategy for increasing on-task behavior, academic achievement, and self-esteem of 12 students (grades 6 to 8) with emotional disabilities in a self-contained class over a 12-week period. Students were taught to self-record at gradually decreasing frequencies as well to use their judgment in selecting target behaviors and frequency of self-recording. Evaluation indicated a decrease of at least one level of significance on the Burks' Behavior Rating Scale in the areas of poor attention, poor self-esteem, and poor academics. Appendices include sample self-recording checklists, the visual prompts used, letters to parents, the feedback survey of faculty and students, detailed instructions for the self-recording procedure, and a sample progress report. (Contains 24 references.) (DB)