There is an overrepresentation of African American males at an increased risk for facing punitive actions that eliminate them from a school's instructional environment (Darensbourg, Perez, & Blake, 2010). Out-of-school suspension should allow students to reflect upon their actions; however, in some instances the suspension causes students to adopt a negative attitude toward school (Atkins et al., 2002). These out of school suspensions contribute to students' involvement in criminal acts as they continue to approach adolescence and adulthood. Alternative measures to behavior modification and correction must be initiated and sustained to prevent this school to prison pipeline from prevailing. There needs to be some form of positive reinforcement of the desired behavior, which would encourage students to self-manage their behavior so that they will begin to internalize more positive ways of behaving. The Positive Behavior Intervention and Support (PBIS) framework encompasses an infinite array of strategies to enhance the quality of life of students, while simultaneously lowering the occurrence of problematic behaviors through reinforcement that is more positive. PBIS uses a continuum of behavior supports throughout the school, not just the classroom setting (Martin, 2013), applying preventative and favorable techniques as opposed to more direct, harsh techniques that do not assist in shaping students' behavior (Bohanon et al., 2006). This study investigates the impact of PBIS on the behavior and attitudes of African-American male exceptional children. [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.]