The purpose of this study was to examine the effects of social story intervention package using comics characters on the self-management skills of a middle school students with intellectual and autistic disorders. Three male middle school students in a special education class who were diagnosed with intellectual or autistic disorders participated in the study. To investigate the effectiveness of the instructional program, a multiple baseline design across participants was used and ten self-management skills including alarm setting skills were examined at pre-treatment and post-treatment and three weeks after the intervention ended. The social story intervention using comics characters integrated multiple instructional strategies such as direct instruction, prompting, video modeling, video self modeling, behavior rehearsal, self-monitoring checklist, visual cues, token reinforcement board, and incidental intervention skills(game activities, announcement, small group observational learning etc) and were applied in both home/community and in classroom. Results indicated that all three participants with intellectual/autistic disorders successfully acquired self-management skills after the intervention. Also, the newly acquired skills were maintained at three-week followups. Clinical implications of the study findings were discussed.