Students with challenging, disruptive behavior have difficulty learning in school and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is a promising approach that teachers can use to prevent and reduce problem behavior and increase prosocial classroom behaviors. Previous studies have demonstrated that CW-FIT produced improvements in student appropriate classroom behaviors which led to increased available instruction time. The purpose of this investigation was to systematically replicate CW-FIT adding to the empirical research base supporting it. A novel aspect compared to prior studies was measurement of the behaviors actually reduced and increased by CW-FIT, providing a new contribution to the literature. Students in four classes and their teachers participated in this study. An ABAB reversal design combined with a multiple baseline design was used to demonstrate intervention effectiveness and experimental control. Implications for research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]