The purpose of this study was to determine the effects of self-graphing on the writing of 3 fourth grade students with high-incidence disabilities. Measures of written expression included total number of words written and number of correct word sequences. During intervention, students self-graphed their total number of words written in response to a timed story starter. A functional relationship was found between the self-graphing intervention and the total words written and number of correct word sequences. Implications for future research and practice are discussed.