School psychologists are often asked to develop treatment to remediate students' academic skills or social behavior problems. When teachers implement treatment recommendations with high levels of treatment integrity, students benefit. Treatment integrity has been enhanced by use of direct training, performance feedback, and negative reinforcement procedures. Still, maintenance of treatment integrity has received limited systematic inquiry. This study investigated maintenance of treatment integrity over time by utilizing a systemic fading procedure with indiscriminable contingencies. The results showed that the teachers continued to implement treatment protocols at a high level after performance feedback was faded. Students also fared better when treatment integrity was high.