The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency included teaching appropriate classroom behaviors, use of class teams, and differential attention and points for use of the skills. Self-management included booster sessions for individual students, use of an individual point chart, and self-evaluation of skill use. Group on task data showed improved class-wide behaviors with implementation of the CW-FIT program. Individual observations for the at risk students showed some improvements with the group contingency but more increases in on task behavior and decreases in disruptive behaviors with the addition of self-management. Implications for teachers are discussed.