This study examined the effectiveness of self-evaluation, self-observation, and self-observation plus self-recording in reducing disruptive classroom behaviors. The initial study was conducted with seven primary level students divided into the three treatment conditions, and a replication study was conducted with eight intermediate level students also divided into the three conditions. Students in the self-evaluation condition evaluated their behavior at the end of each class. Students in the self-observation conditions watched videotaped recordings of themselves and those in the self-observation plus self-recording also recorded their disruptive behaviors on a card. In general, the self-evaluation intervention did not result in concurrent changes in disruptive behaviors in either group. The self-observation alone treatment did not result in behavior changes in the primary level students, though decreases in problem behaviors were seen in the intermediate level students. However, the self-observation plus self-recording intervention was found to be effective in reducing disruptive behaviors in all the students receiving this intervention. Maintenance without further intervention was found for the intermediate level students. (Contains 41 references.) (DB)