Management of one's behavior is a valued characteristic across settings. Research supports use of self-management to increase students' time-on-task as wellas otheracademic and productivity behaviors. Three middle school students with mild/moderate mental retardation participated in this study utilizing 3 selfmanagement interventions ranging from more externally assisted to less intrusive conditions to increase time-on-task behaviors. As expected, the more externally assisted procedure resulted in thegreatest improvement; however, the less intrusiveproduced onlya slightly reduced effect. Resultsindicatethat individuals with mental retardation can betaught to improve and maintain behaviors with minimal support. This implies that teachers select the less intrusive, more normalized self-management training procedures to helpstudents to improve and maintain appropriate behaviors.
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