Given the broad framework of the Positive Behavioral Interventions and Supports model, its barriers to adaptability and implementation in schools have affected an increased emphasis on exploration and measurement of treatment integrity. A tool directly linked with a model of treatment integrity is the Implementation Beliefs Assessment (IBA; Senetti, Long, Neugebaur, & Kratochwill, 2012). The IBA has preliminary evidence indicating it is a psychometrically sound measure; however, since it is a measure related to behavior change, assessing its predictive validity of treatment integrity is a useful indicator of this tool's value during the consultation process. The current study utilized multiple regression to expand the psychometric properties of the IBA and investigated its association with implementation of proactive classroom management strategies for 35 elementary school teachers in southeastern Louisiana. Results revealed that the IBA was not a significant predictor of behavior, and baseline behavior was the only factor significantly associated with post-training behavior. Secondary analyses also demonstrated the absence of a relationship between PBIS exposure and positive classroom practices. Implications from this study are discussed with the most significant factor indicating that the IBA is not an appropriate measure to use to determine allocation of consultative resources. [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.]