The U.S. Department of Education (2015) indicated that about 95% of students with special education eligibility receive some form of education in the general education setting. Students with disabilities tend to engage in more disruptive behaviors than their non-disabled peers (e.g., Murphy, Beadle-Brown, Wing, Gould, Shah, & Homes, 2005). If teachers are spending more time managing disruptive behaviors, time allocated to instruction is lost. Self-management is one evidence-based intervention that has shown consistent effects on increasing on-task behavior and decreasing disruptive behaviors. Although feasible at the individual level, previous research has identified that class-wide self-management interventions may be efficacious but not feasible to implement (Chafouleas, Hagermoser Sanetti, Jaffery, & Fallon, 2011). The current study sought to evaluate the "Self & Match" system (Salter & Croce, 2015), a self-management intervention with a "teacher match" component, embedded within a dependent group contingency, and observe the effects of the intervention on disruptive and on-task behaviors. Results suggest that the intervention may be somewhat effective for mildly disruptive students, but does not appear to overpower competing contingencies for more disruptive students, although performance seemed to improve toward the end of the second intervention phase. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]