Using reversal design (A-B-A-B) we investigated the effectiveness of self-management strategies to reduce disruptive, off-task behavior for three students from a self-contained classroom for behaviorally disordered students. Two were boys (ages 13 yr., 2 mo. and 14 yr., 4 mo.) and one a girl (age 13 yr., 3 mo.). The study investigated the maintenance and generalizability of treatment gains in a regular education setting. Parallel changes of self-concept influenced by the self-management procedures were also measured. Results strongly support that self-management techniques reduce off-task behavior, generalize to regular education settings, and help maintain treatment gains. Also, behavioral self-concept was markedly improved to within normal limits with the implementation of self-management procedures.
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