On a routine basis, educators collect data on their students' academic and social performance to make informed decisions regarding curricular and social instruction. The authors conducted a case study for a student with emotional and behavioral disorders. The student's teacher provided oral and visual feedback during reading instruction. Data suggest that the combination of oral and visual feedback improved the student's appropriate behavior better than did oral feedback alone. As a result, school administrators reintegrated the student into a general education classroom for reading instruction. The authors provide implications for classroom practice. (Contains 1 figure.)