Individuals with autism spectrum disorders (ASD) have difficulty generalizing learned behavior to varied environments with independence. This review of 24 empirical studies compares self-management as a systematic procedure for modifying one's own behavior, to increase target behaviors in students with either autistic disorder (AD) or high-functioning autism/Asperger's syndrome (HFA/AS). Twenty-four single subject research studies are included in the review comparing methodological, demographic, procedural, and outcome aspects of self-management studies between the two disorders under the umbrella of Pervasive Developmental Disorder (PDD). Results show that self-management procedures, regardless of components and age of child, are effective in teaching social, vocational, and communication skills, or decreasing restrictive and repetitive patterns of behaviors for individuals with a PDD. General conclusions are made on how the procedures are used differently across levels of functioning within the autism spectrum and PDD. This literature should encourage researchers and practitioners to continue interventions using self-management procedures with this population to broaden the research base and improve methodological adequacy. (Contains 4 tables and 1 figure.)