Self-management as a behavioral intervention has been used with students who have autism spectrum disorder for a variety of behavioral targets, including communication. Research has been conducted on self-management of communication initiations for students who have autism spectrum disorder in primary grades through high school. The process of self-management includes monitoring one's own behavior to change that behavior. Currently, there are no studies using technology with self-management for the initiations of students with autism spectrum disorder and low communication who also participate in an alternate assessment. The purpose of this study was a systematic replication of Newman and Ten Eyck (2005), with the addition of I-Connect in a classroom setting, to assess the effect of technology-based self-management on the initiations of participants with autism spectrum disorder and low communication who also took an alternate assessment. During the intervention, participants learned to self-record each instance of a communication initiation using I-Connect. The effect of the self-management intervention on participant initiations was determined using a multiple baseline design across participants. I-Connect was found to be effective with increased initiations for three out of four participants in the study. One participant quickly learned to initiate early in the study before the introduction of the self-management intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]