Students with Emotional and Behavioral Disorders (EBD) struggle with social behaviors (Bradley, Henderson, & Monfore, 2004) such as distractibility and impulsivity (Wagner et al., 2004). Self-management strategies have been used effectively to increase on-task behavior and decrease off-task or inappropriate behavior of students with EBD (Briesch & Chafouleas, 2009a). Additionally, self-management applications for the Apple iPad have led to improvements in the social behavior of students with challenging behavior (Bruhn, Vogelgesang, Fernando., & Lugo, 2016; Bruhn, Vogelgesang, Schabilion, Waller, & Fernando, 2015b; Vogelgesang, Bruhn, Coghill-Behrends, Kern, & Thoughton, 2016). However, a gap in the literature in the use of self-management applications for High School students with EBD exists. The results of this single subject withdrawal study demonstrated a functional relation between the introduction of a self-management application "SCORE-IT" (Bruhn, Goin, & Hasselbring, 2015a) for the Apple iPad with self-reinforcement for students with EBD on their on-task behavior. Two male high school students, one freshman and one senior, participated in the study. Study results and effect size calculations support a strong functional relation for one student. Although descriptive data indicate promising outcomes for the other student, he was unable to complete participation in the study. [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.]