Students with oppositional defiant disorder (ODD) and other emotional and behavioral disorders (EBD) often have significant academic needs, particularly in the area of writing. There is currently a need to identify intervention strategies that can be efficiently implemented in the school setting to improve the writing fluency outcomes of students from this population. Performance feedback has been successfully used to improve typically developing students' writing fluency; however, its isolated effects for students with ODD are unknown. The purpose of this study was to examine whether the writing fluency gains of an evidence-based performance feedback intervention could be replicated with a sample of students with ODD. Results of a multiple baseline design failed to demonstrate three replications supporting its effectiveness. Implications for practice are discussed in the context of the unique behavioral needs of students with ODD.