This study replicates and extends previous research in the area of managing the disruptive classroom behavior of young children. The effectiveness of teacher and self-evaluation through school-home notes was explored. A combination self-evaluation and school-home note procedure was implemented with two kindergarten boys. A single-subject reversal design was used to analyze direct observations of disruptive behavior. Results indicated a decrease in disruptive behavior associated with the intervention. The intervention procedures were also found to be acceptable by the teacher. The gap between evidence-based interventions and practice was addressed by implementing a combination of efficacious interventions in the participants' natural environment. Implications for practice and further research are presented. (Contains 2 tables and 1 figure.)