The task of addressing emotional and behavioral problems within school and classroom settings is complex for teachers. Managing disruptive student behavior remains a top concern for many classroom teachers, especially for students with emotional and behavioral disorders (EBD). Effective management of the classroom is essential for teachers to create an environment that facilitates academic, social, emotional, and behavioral progress for students with EBD. It must be specific and deliberate based on each student’s unique individual needs, using evidence-based practices (Hunter et al., 2017).  Positive behavioral interventions and supports (PBIS) provide a framework for prosocial behavioral expectations in school systems and classrooms for students with EBD. Within the PBIS framework, there are many evidence-based practices used to support student behavior.