The purpose of this study was to explore the effectiveness of behavioral management using the social stories bibliotherapy by an elementary school child with moderate intellectual disabilities. The multiple baseline across- behaviors design was used to control the internal validity of the experiment. Dependent variables consisted of making noises in the class, playing around with something, and messy drawers. The therapeutic program involved a total of nine social stories bibliotherapy with forty minutes in each reading treatment session. The results indicated that social stories bibliotherapy achieved immediate and sustained effects on modification of problem behaviors in the case of making noises in the classroom, playing around with something, and messy drawers. Implications for practical instruction and suggestions for further studies were proposed based on the above findings.