The Good Behavior Game is an interdependent group contingency that relies on the influence of other important group members to modify challenging behaviors of a student or a group of students within the classroom. Although the Good Behavior Game possesses a long history of effective use in the research literature, there is a significant void in the literature related to the effective use of this strategy at the secondary education level as well as with students identified with emotional and behavioral disorders. More specifically, the results from this study provide special education and general education teachers at the high school level an empirically based classroom management strategy to improve on-task behavior as well as assignment completion for students identified with emotional and behavioral disorders. The purpose of this study was to evaluate the effectiveness of The Good Behavior Game when used to increase on-task behavior and completion of daily work with students identified with emotional and behavioral disorders. Two students identified with emotional and behavioral disorders were targeted for participation in this study. Each of these participants were randomly assigned to one of three different groups within a Tier 2 special education high school resource room. The classroom teacher assigned specific daily activities that each group must complete as well as the specific tasks that individual members of the group must contribute for the successful completion of the task. The teacher and primary researcher then communicated the task the group must complete, the individual contribution required of each member of the group, and the criteria for successful task completion and participation in the reward phase of the group contingency. Results from the data collection of on-task behavior and assignment completion of the participants are provided. Consumer satisfaction rating by the target students, their respective group members, and the classroom teachers are also presented. Additionally, interobserver agreement and procedural integrity data are provided to add credibility and internal validity for both the measurement system and the implementation of the intervention. Implications and recommendations for practice in a high school setting and for future research are also discussed. [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.]