In the general school population, the most common method of teaching is still large- or small-group teacher-led instruction in which individual classroom participation is defined as hand raising to volunteer in response to teacher questions. Initial research supports the use of self-modeling as an effective intervention for increasing classroom participation in the form of hand-raising. The purpose of this study was to explore the impact of self-modeling as an intervention to improve classroom participatory behavior and its effects on affect and reading accuracy. The method involved 6 regular education third grade students in the same classroom 5 (male = 3, female = 2) with low levels of participation (\u3c50%) relative to their peers, and a control student to investigate the effects of the intervention. The study employed a multiple baseline design replicated across 5 students, and the control, with a follow-up. The study was comprised of three phases: baseline, intervention, and follow-up. Baseline data were collected prior to the intervention phase until a stable baseline was observed in each successive student. The self-modeling intervention videotapes was constructed during baseline data collection, and before the start of the intervention data collection for each student respectively. Following intervention, follow-up data were collected for a minimum period of 6 weeks for each student. All students evidenced an increase in classroom participation subsequent to viewing the intervention tapes. Curriculum-based assessment data in the academic area of reading accuracy were collected once weekly to determine students\u27 rate of progress in his/her curriculum during the first two phases of the study. Increased hand raising had no relationship to academic achievement in the form of reading accuracy. Pre- and post-study measures on the Parent Rating Scales and Teacher Rating Scales of the Behavioral Assessment System for Children were used to assess changes in student behavior and affect. Teacher perceptions of students\u27 behavior improved on the following scales: Attention Problems, Adaptive Skills, Leadership, Social Skills, and Study Skills. There were no significant changes in parent perceptions.