The effectiveness of four operant procedures (differential reinforcement of incompatible behavior, omission training, overcorrection, and reinforcement withdrawal) in changing self injurious behavior (SIB) of 16 severely handicapped students was examined. Analysis of correlations between reduction in SIB and subject characteristics, adaptive behavior changes, and enviornmental stimulation suggested three recommendations for treatment: 1) the child should be programed in a social and educational interaction as much as possible, with materials and commands programed in a gradated fashion to avoid aversiveness; 2) a punishment procedure should be contingently applied with the appearance of SIB; and 3) maximally reinforcing stimuli should be identified and contingently applied to on-task responses. Phase 2 of the study showed that teachers and parents were effective behavioral recorders and modifiers in dealing with SIB. (CL)