Student misbehaviour presents a barrier to the successful education of students and the ability for teachers to be most effective in their classroom. The current approaches being utilized to manage behaviour in classrooms range from punitive to functional. To move school educators away from punitive measures and towards a functional view of behaviour, misbehaviour should be viewed as a set of circumstantial contingencies that are operating in the student's environment, not as a character trait. The program under investigation is designed to support successful school participation for students of concern that uses a behaviour analytic treatment package comprised of a token economy, check-in/checkout procedure, differential reinforcement of alternate behaviour, didactic social emotional learning, and Acceptance and Commitment Training. This program is designed to be systematic, compassionate, and equity-based. This study evaluates a scalable multicomponent treatment program to address the misbehaviour for students of concern with a modest level of school-based educator resources, common access points within a school system, and the flexibility to remain responsive to a range of student profiles. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]