The Good Behavior Game (GBG) has been identified as an effective evidence-based class-wide management intervention to decrease maladaptive classroom behaviors. This study was a systematic replication and extension of previous research on GBG. This study looks at the continued effectiveness of the GBG on increasing appropriate student classroom behaviors and on increasing teacher behavior-specific praise statements to students. This research is also attempting to investigate teacher perception of the use of evidence-based interventions and data collection in the classroom, and the differences in accuracy in data collection and the GBG intervention while monitoring teacher's usage of both hand calculated and computer-based data collection modalities. [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.]