The time-saving features of self-management as well as its demonstrated effectiveness at improving behavior make it an appealing strategy to promote inclusion of students with disabilities. As such, it is surprising that relatively few studies have investigated the classwide use of self-management programs in general education settings. This article is divided into two parts. In Part 1, we review the literature on acceptability and feasibility studies of programs to improve behavior to identify criteria seen as critical when judging the practicality and acceptability of an intervention. Part 2 describes the implementation and evaluation of a classwide peer-assisted self-management (CWPASM) program based on its feasibility, acceptability, and effects on classroom behavior. Present findings indicate that (a) after training, the teacher and students were able to implement the procedures with a high degree of accuracy; (b) the teacher and students generally enjoyed CWPASM and found it acceptable and effective in improving behavior and classroom climate; (c) the teacher continued to use CWPASM procedures in subsequent school years; and (d) the teacher provided informal training to one additional teacher, who also expressed satisfaction with procedures and outcomes. In addition, data are reported on the time and resources required to train and implement CWPASM and the CWPASM effects on whole-group and targeted students' on-task behavior compared to those in a nontreatment classroom. Implications of these findings for practitioners and researchers are discussed.
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