This study investigated effects of an audiotape self evaluation intervention on the instructional behavior of three student teacher interns in classrooms for students with various developmental disabilities. A multiple baseline design was used to evaluate the intervention. Results indicated a positive effect on all interns' use of specific social praise. Generalization probes indicated two of three interns increased their use of specific social praise in non-targeted content areas. Maintenance probes indicated all interns' average use of specific social praise was well above baseline. Implications for teacher educators and classroom teachers of students with developmental disabilities are discussed. (Contains 2 figures and 1 table.)