This manuscript includes two studies. The research design for study 1 was a single-subject reversal design, while study 2 was a case study with 5 experimental conditions. These studies investigated the effects of a Tier 3 peer-matching self-management intervention on two elementary school students who had previously been less responsive to Tier 1 and Tier 2 interventions. The Tier 3 self-management intervention, which was implemented in the classroom, included daily electronic communication between teachers and the two students' parents. Results indicated that this intervention effectively reduced disruptive behaviors and increased total engagement when implemented with integrity; without integrity, results were variable.