Academic engagement has been shown to decline as students progress through elementary and middle school, reaching the lowest levels in high school. Increasing student engagement has been an explicit goal of many school and district improvement efforts, especially at the high school level. As the capabilities of portable technology continue to advance and become more accessible, educators are becoming more concerned about the impact of the inappropriate use of mobile devices on learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + GBG) intervention to typical classroom management techniques (Control) in increasing the academic engagement of students by reducing their use of mobile devices during instruction. This study was implemented in the high school setting with students exhibiting low levels of academic engagement and high levels of inappropriate use of mobile devices. Visual analysis was used to analyze the target behaviors, including academic engagement and inappropriate presence of mobile devices. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG. In addition, teacher and student social validity data were also examined, suggesting the intervention was viewed favorably by both the teachers and children involved in the study. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research. [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.]