The present study evaluated the effects of a selfmanagement intervention on scheduled data recording by classroom instructors at a school for children with intellectual disability and neurodevelopmental disorders. In a multiple baseline design across two classrooms, the instructors recorded student data according to an established protocol at the school and based on earlier training they had received. During intervention, the instructors selfmonitored implementation of data recording procedures that were prompted by a signal from an automated countdown timer. The self-management intervention increased scheduled data recording by participants in both classrooms to 90-100%, and these results were maintained at 1-and 2month follow-up assessments. These findings add to the small literature concerning self-managed approaches to training and performance improvement, extend application within educational settings, and suggest practical advantages for supporting competencies of care providers.