A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e., strategic use of labeled praise) has garnered what some believe is the strongest and most enduring evidence base to encourage and maintain positive classroom behavior (e.g., Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). This article focuses on on-task and appropriate performance for students who exhibit disruptive behaviors as a result of their emotional and behavioral disorders (EBD). The practice may also be applied to a variety of other EBD-related behaviors (e.g., may be used to emphasize improved social interactions and interpretation of social cues for students with interpersonal difficulties, behavioral control for students with emotional regulation challenges, brave behavior for students experiencing anxiety, happy or prosocial behavior for students experiencing mood difficulties) as well as with children without EBD as a general management strategy (Briere et al., 2015).