Decades of research has shown that teachers' classroom management practices are critical for students' performance in class. Despite the development, evaluation, and dissemination of classroom management practices, teachers struggle to implement these practices and need implementation supports. To address this issue, there has been a growth of implementation strategies for teachers in the literature. However, a need for effective, efficient, and socially valid implementation supports persists. Emailed prompting is a feasible, ongoing implementation strategy for classroom management practices. Previous studies have examined its effects on the implementation of the Good Behavior Game and responsive behavioral strategies. This study extended these research lines by evaluating the effectiveness of emailed prompting on teachers' delivery of verbal prompts for increasing students' target behavior in an alternative setting. To examine the effectiveness of emailed prompts, an A-B-C multiple baseline across participants design was conducted, which included a baseline phase, a didactic training phase, and an emailed prompts phase. Due to COVID-19, not all phases were completed. Student outcomes and social validity were also evaluated. [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.]