The purpose of this study was to evaluate the effectiveness of the Neurological Impress Method as an intervention to improve reading skills in elementary school children with emotional disabilities. When educators work with children with emotional disabilities, the focus is often on modifying behaviors. This focus on behavior rather than academics has in some part contributed to poor scholastic outcomes for students with emotional disabilities. This study is intended to help educators, by providing an effective intervention to help improve reading skills in children with emotional disabilities. A multiple-baseline research methodology was used to examine the effectiveness of the intervention on the participants under treatment in this study. Three participants were placed into treatment and each participant showed significant improvement in words read correctly in one minute. The participants showed significant improvement after twenty intervention sessions over a five week period. Using this intervention participant one increased his words read correctly in one minute by 9.5, participant two increased his words read correctly by 9.95, and the third participant increased his words read correctly by 8.93. These results shows that in this study NIM was an effective intervention, which can be used to improve the reading skills in children with E/BD. [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.]