This study was designed to improve teachers' abilities to respond effectively to 8 students with emotional and behavior disorders (EBD) in a self-contained class in a public middle school through the implementation of individualized treatment plans (ITPs), a form of individualized behavior plans. ITPs are intended to stimulate staff to think analytically and critically about therapeutic intervention as well as providing guidance in intervention implementation, thus creating an environment where students can decrease problematic behaviors and earn entrance into the mainstream student population. The Individualized Education Programs of all the students were reviewed and updated, and were used to create ITPs for students. Two ITP in-service training workshops were conducted and the ITPS were reviewed with a service-providing team for an 8-week period. Student weekly point sheet averages during the final weeks of implementation were collected and pre- and post-practicum staff surveys were conducted. Analysis of the data demonstrated an increase in knowledge of the students' programming among the treatment providing team. Findings indicated that ITPs facilitated an interdisciplinary team-based approach to working with the students with EBD and increased the knowledge base of the staff, giving them more tools to help the students become successful. (CR)