Due to an increase in behavior problems among school children, especially at-risk children who have problems staying on-task, there is a need for a teaching strategy that will enable children to be focused and on task in the classroom. This quantitative study investigated whether partner-check self-recording of on-task behavior will increase the academic productivity of children with behavior problems and whether partner-check self-recording of on-task behavior will increase the on-task behavior of children with behavior problems. The theoretical foundations of the study were based in behavior modification. A between-groups design with a convenience sample of 51 students who were assigned to intervention and control groups was employed. The collected data included pretest and posttest scores obtained from New York State fifth-grade standardized mathematics test. An independent t test revealed that pre to post gains of the intervention group were significantly greater than those of the control group, t (42) = 4.91, p less than 0.01, two tailed. Comparative gain scores indicated that the intervention group made more academic gains than the control group. Partner-check self-recording also provided a safe learning environment due to increased on-task behavior among participants who were actively involved during the intervention. This finding validates an alternative classroom management style for teachers. Children with behavior problems may remain on task for a longer period of time and thus increase productivity in the classroom. The study effects social change by helping at-risk children learn, complete schooling, and adopt more generalized patterns of cooperative and productive social interactions with others beyond the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]