Some elementary school students have experienced school failure and exhibited severe emotional, social, and problematic behaviors that have affected their academic progress. Some behaviors stem from emotional and behavioral disorders, abuse, bullying, and sociocultural and socioeconomic problems. Other behaviors develop because of teachers' inexperience, lack of knowledge, and pedagogical skills to work with students from various cultural, social, and economic backgrounds. This qualitative case study aimed to explore the multidisciplinary team's approaches to decreasing inappropriate behaviors of students with emotional and behavioral disorders. The theoretical framework for this case study was Skinner's (1953) behavioral theory of operant conditioning. Within the qualitative framework, questionnaires were administered to team members, the psychologist, speech and language pathologist, social worker, and four special education teachers who provided the data. All data was organized, managed, and coded using the NVivo computer program. The school uses the Multi-Tiered System of Support (MTSS) needs. The study provided relevant information about how the multidisciplinary team decreased the problematic framework of Positive Behaviors Intervention and Support (PBIS) and Response to Intervention (RTI), which integrate many interventions. Using PBIS allows the multidisciplinary team to (a) collect positive data in the classroom, (b) establish common behaviors and expectations, (c) integrate built-in early warning systems, (d) and provide the students with science-based intervention to manage their behavior. RTI is a multi-tier method for early identification and support of students with learning and behavioral needs. [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.]