The purpose of this study was to examine the effect of a functional assessment-based self-management strategy on the problem classroom behavior of a seventh-grade student identified as having emotional and/or behavioral disorders. On the basis of data obtained from functional assessment interviews and direct observations, the student was taught a self-management strategy that consisted of self-recording work completion and appropriate hand raising, self-instruction on "keeping his cool," and self-recruitment of adult attention. An ABAB design was used to evaluate the impact of the self-management package. The results indicated that the self-management package was associated with increases in work completion and percentage of intervals of on-task behavior, as well as decreases in percentage of intervals of talk-outs.
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