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All students are expected to meet behavior and academic expectations during their school-age years. For students at-risk for, or with, emotional disturbance (ED), meeting aca-demic and behavior expectations required by schools can be challenging (Farmer et al., 2008). The Individuals with Dis-abilities Education Act (2004) mandates educators of stu-dents with disabilities use academic and behavioral strategies to address students ’ inappropriate behavior to reduce the likelihood of students being identified with ED. If educators fail to implement effective academic and behavioral inter-ventions, students at risk for, or with, ED often continue to experience negative in-school and postschool outcomes. Specifically, students with ED face negative in-school outcomes, such as discipline referral, suspension, expulsion, and school drop out, and are likely to face incarceration a