The purpose of this study was to teach female juvenile offenders with disabilities a self-management procedure to help improve on-task behavior and academic performance during independent practice of math calculation facts. Students were taught to set goals and were provided with incentives for goal attainment. A reversal single-case design (ABABC) was used to evaluate the effectiveness of the self-management procedure for on-task behavior (time on-task), academic productivity (percentage of problems completed), and academic accuracy (percentage of problems completed correctly). The results indicated that the intervention was effective for increasing participants' on-task behavior. A modest-to-moderate impact was evident on these students' academic accuracy and productivity. Limitations of this study and future directions for research are addressed. In addition, practical suggestions are offered for helping students monitor their on-task behavior, accuracy, and productivity. (Contains 1 table and 2 figures.)