Research has supported multiple reading strategies and interventions for students with Emotional and/or Behavioral Disorders (EBD). These include systematic and explicit instruction and multicomponent interventions that address phonemic awareness, phonics, vocabulary, comprehension, and fluency. Some of these reading interventions also included behavioral strategies to support the needs of the students. Reviews of previous studies revealed a gap in the literature for reading interventions for students with EBD. More research is needed for reading interventions for students with EBD in general education settings that are conducted by a general education teacher. Further, more research is needed for more systematic ways to fade tiered supports. The current study examined the implementation of a Tier 2 reading intervention by general education teachers in a general education setting that included students with EBD. In addition, this study systematically replicated a previous study on the implementation of an intervention that is aligned across tiers while adding the inclusion of students with EBD. This study included two elementary, general education teachers and 10 students in need of Tier 2 reading support, two of which were classified with EBD from a suburban elementary school. A data-based case study design was used to investigate the effects of the training for the "ACCEPT (Adapting Core Curriculum to Enable a Practical Tier 2) Intervention" on teachers' fidelity of implementation, and the implementation of the "ACCEPT Intervention" on the Oral Reading Fluency (ORF) and the on-task behavior of students in need of Tier 2 supports in reading, including a student with EBD. Additional research inquiries included examining the effect of the "ACCEPT Intervention" on the teachers' rates of positive and negative feedback statements provided to students and on the teachers' rates of providing opportunities to response (OTRs) to students. Results indicated that the training may be effective in preparing teachers to implement the intervention with high rates of fidelity and for providing meaningful feedback and opportunities to respond. Results also indicated mixed results on the effects of the intervention on the ORF of the students receiving the instruction. Additionally, results provide promising pilot data supporting the use of the intervention to include students with EBD while maintaining high rates of on-task behavior. The findings of this study provide multiple implications for both research and practice, as well as several directions for future research. [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.]