The case study of two-non tenured special education teachers investigated the impact of a targeted teaching approach on disruption rates of EBD students. The Responsive Classroom Approach, specifically, provided teachers with ample skills to effectively address the challenges that arose in the classroom, beyond the scope of teaching a lesson. The case study reported implementation rates across two teachers and the disruption rates of two students with EBD. Findings indicated a decrease in disruption rates, with both teachers, following the implementation of the Responsive Classroom Approach. In addition to decreasing disruption rates, teachers felt renewed and less stressed than before implementing the approach. Implications and future directions of the research are discussed. [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.]