This paper discusses the results from 20 interviews over 10 years with therapeutic support staff members (TSSs) who revealed practices that they successfully implemented while working in inclusionary classrooms with students who had severe behavior challenges. All of the interviewees had Bachelor's degrees in behavior modification. They all worked one-on-one with identified students to facilitate the students' social and academic development in inclusionary classrooms. The suggested practices are designed to diminish teachers' anxieties by providing behavioral intervention when working with identified students. Awareness of the practices can benefit teachers, even if a one-on-one approach is not possible. The most effective practices the TSSs found are: preparing a focus to meet the students' educational needs; establishing certainty in rewards and reinforcement; maintaining consistency in the environment and expectations; providing a variety of materials to improve academic performance; and developing a shared language for communicating with the student. An example of a student incentive chart is attached. (Contains 14 references.) (Author/SM)