Reading and mathematics standardized test scores, reported by National Assessment of Education Progress have not increased significantly in the past 40 years, suggesting 34 percent of 8th grade students are proficient in reading and 35 percent of 8th grade students are proficient in mathematics. Effective intervention techniques are required to provide benefits in reading and mathematics achievement. The purpose of this quantitative, quasi-experimental design was to determine the impact multiple exemplar training had on student achievement in the reading and mathematics content areas. The classroom diagnostic tools in Reading and Algebra served as the pre-test and post-test instrument. The control group and the experimental group received the same direct instruction in class and were given the same classroom assignments throughout the study. The experimental group received multiple exemplar training using derived relational responding with the Strengthening Mental Abilities with Relational Training program as its treatment. Achievement was measured comparing the growth in reading achievement, mathematics achievement, and classroom achievement using a pre-test post-test design to measure the effect of the treatment. The treatment group demonstrated statistically significant improvement in reading and mathematics growth. The effect sizes for growth in reading and mathematics were both large suggesting practical significance. The growth in student classroom achievement did not demonstrate statistical significance and the effect size was determined to be small. This study demonstrated that multiple exemplar training using derived relational responding, with the Strengthening Mental Abilities with Relational Training program, could be an effective intervention tool in reading and mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]