Study purpose includes the collection, examination, and comparison of school district office discipline referral data records for fifth grade students with learning and emotional disabilities for a five-year school year timeframe from 2008-2013 for one school district with PBIS implementation starting with the 2008-2009 academic year. A research gap regarding analysis of disaggregated data for sub-groups such as students with learning and emotional disabilities merits further study in order to determine the impact of school-wide positive behavioral intervention supports for student with special needs. Research questions guiding this study were: (R1) Is there a significant difference in the number of office discipline referrals of fifth grade students with learning and emotional disabilities for the five academic school years since the initial implementation of PBIS in the school year beginning fall 2008?; (R2) Is there a significant difference in the number of office discipline referrals of fifth grade students between students with learning disabilities and students with emotional disabilities for the five academic school years after initiation of PBIS from the fall 2008 through the spring of 2013?; and (R3) Is there a significant interaction effect between school year and type of disability on the number of discipline referrals of fifth grade students with learning and emotional disabilities since the implementation of PBIS? Quantitative data collected from office referral data provided information, evaluation and assessment of the implementation and use of PBIS in those district schools and was used to analyze any trends or changes in office referrals since program implementation. The sample for this study included only fifth-graders with emotional and learning disabilities from schools with implementation of PBIS for five academic school years, from fall 2008 to spring 2013. Data suggests a significant difference in office discipline referrals for students with learning and emotional disabilities during the five academic years. In addition, the data suggests there is a significant difference between the number of office discipline referrals for students with learning disabilities at 40% versus students with emotional disabilities at 68%. The culmination of data collection and analysis demonstrates the null hypotheses were rejected for all three research questions posed for the study. [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.]