Improving the reading outcomes of children with concomitant emotional and behavior disorders (BD) and phonological processing deficits represents one of the greatest challenges facing educators today. For example, the results from a meta-analysis indicated that problem behavior (Z[sub r]=.46) was as important as phonological processing skills in predicting the effectiveness of early literacy interventions (Nelson, Benner, & Gonzalez, 2003). It is clear that children with BD and concomitant phonological processing deficits require intensive early literacy interventions that are delivered at school entry. In this paper, we describe such an intensive early literacy support program that has been validated with young children with BD and phonological processing deficits (Banner, 2003), provide justification for the practical use of this program, and discuss detailed guidelines for the use of this program in an inclusive setting.