The purpose of this secondary data analysis study was to investigate the possible association between the use of behavior management strategies by interventionists in kindergarten small-group interventions and the self-regulation of the participating children through the use of multilevel modeling. The sample consisted of 395 children from 144 classrooms participating in 117 small groups conducted by 95 interventionists in 33 schools. The behavior management strategies of the interventionists were coded with the use of audio-recordings of lessons collected during the intervention. The results suggest that the use of behavior management strategies was not significantly related to the development of children's self-regulatory skills. However, the relations between three behavior management strategies (Non-Specific Academic Praise, Specific Behavioral Praise, and Rule Review) and children's impulse regulation/hyperactivity did approach significance. The results show promise for the use of Rule Review in supporting children's understanding of the expectations to participation in instruction and self-regulatory development. Recommendations are given regarding how the more frequent use of behavior management strategies may support children's self-regulatory development and future directions in this line of research. [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.]