This action research project evaluated an intervention to improve primary, intermediate, and special education student responsibility in a middle class community located near a metropolitan area in northeastern Illinois. Participating were students in first grade, fourth grade, and communication development classes. Lack of student responsibility was documented through teacher observation and surveys, parent and student surveys, and videotapes. The resulting intervention focused on improving students' use of time, listening skills, verbal control, having needed supplies and a clean desk, finishing in-school assignments, checking work carefully, completing homework, and other behaviors suggested by students. The intervention consisted of using of a daily checklist, brainstorming using graphic organizers, practicing self-evaluation, working with peers, using positive time fillers, and completing daily assignment books. Listening activities, teacher and student role modeling, and active student involvement in making choices were also part of the intervention. Teacher, student, and parent surveys, teacher anecdotal records, daily student checklists, and video documentation were again used to assess the effects of the interventions. Post-intervention data indicated that students were developing an awareness and honesty in self-monitoring their responsibility skills. Students' critical thinking and problem-solving skills improved with their assuming ownership of their responsibility skills. Parents indicated that their children showed improvement in all areas, especially in correctly completing assigned tasks. Teachers indicated that students made major improvements in all targeted areas. (Four appendices include data collection instruments and sample instructional materials. Contains 23 references.) (KB)