The effectiveness of a self-management intervention on social interaction behaviors was evaluated for students with disabilities and social deficits. Four students enrolled in a general education kindergarten classroom were taught to self-monitor social initiations during nonstructured social time via a digital wrist counter. The number of social initiations and concurrent engagement in social interactions were recorded in 10-min observation sessions, within the context of a multiple baseline design across participants. Generalization was assessed in novel social situations through pre- and postintervention sessions. The number of social initiations and mean percentage of intervals participants were interacting increased for all participants. Topics for future research and implications for special education professionals are discussed.