The literature suggests that pervasive and persistent symptoms related to social communication are a hallmark of autism spectrum disorders (ASD). In addition to being core diagnostic symptoms of ASD, these symptoms relate to the extent to which children can engage in interactions that rely on social conversation skills. These pragmatic difficulties are commonly expressed in conversational exchanges that either lack the incorporation of personal narratives or incorporate personal narratives that are deficient or impoverished in nature. This is in contrast to neurotypically developing children who acquire personal narrative skills in early childhood and use these skills as an essential tool in their social interactions. The literature indicates that self-management strategies are effective in improving a range of social communication skills. The purpose of this study is to examine the effectiveness of a self-management intervention on improving social communication skills as defined by personal narrative production during social conversation in children with ASD. The research question was addressed through a nonconcurrent multiple baseline across participants experimental design. The results indicate that the use of self-management strategies led to (a) increases in personal narrative production, (b) improvements in quality of personal narratives through increased narrative detail, (c) improvements in synchronous discourse, (d) increases in linguistic productivity, and (e) improvements in overall verbal ratings of pragmatics during social conversation. Moreover, the findings suggest generalization of treatment gains to novel conversational partners. Results are discussed in terms of clinical and theoretical implications for social communication interventions for children with ASD, parent training, peer involvement, and assessment of meaningful outcomes through complementary social validity measures.