Disruptive behavior in a classroom setting has the potential to interrupt the learning for all of the students within that classroom setting. As the volume of this behavior increases, teachers are required to spend more time managing behaviors instead of implementing quality instructional practices. Interdependent group contingencies are an efficient, cost-effective, and evidence-based intervention that can be implemented within classrooms to improve student behavior. Despite the expansive literature on the effectiveness of using interdependent group contingencies to improve student behavior, there has been limited research conducted on the impact on student academic performance. This study used a combined design to evaluate the effects of an interdependent group contingency on academic performance and on-task behavior by implementing a concurrent multiple baseline design across participants. Each participant of kindergarten, first, or second-grade students received five phases (ABCDE) where an alternating treatment design was implemented across phase D. The results indicated that the interdependent group contingency was effective at improving on-task behavior in each classroom. Assessments of academic performance, measured during each phase, indicated that most students made gains in their performance on a curriculum-based measure (CBM) and on a teacher rating scale. Additionally, students showed generalization effects for improved math performance on the Early Numeracy subtest as well. [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.]