The use of interventions to create behavior change among students with disabilities has an extended and complex history (Horner et al., 2005). Practitioners involved in the field of special education often debate best practices from an immense array of available interventions (Heflin & Simpson, 1998). Service providers express concern about effectiveness of treatment options and the ethics consuming the field of special education (Newman, Reeve, Reeve, & Ryan, 2003; Paul, French, & Cranston-Gingras, 2001). This article discusses research supporting the use of differential reinforcement of other behaviors (DRO) and the impact of this strong intervention in reducing undesirable behaviors among students with disabilities. (Contains 8 figures.)