AbstractThe effect of general self‐management skills on the achievement of behavior disordered (BD) students on independent math tasks is described. Eighteen students with behavior disorders were trained to apply general self‐management strategies to affect improvement in performance on independent math calculation practice sheets. A single‐subject multiple baseline design across three subjects with five direct, concurrent replications was used to analyze the data. Student performance under two separate conditions, baseline and self‐management, was compared. Based on the weekly mean percentage of correct responses to daily mathematics worksheets, students' achievement improved significantly under the treatment condition. Implications for the use of self‐management strategies by special needs students are