Extensive research illustrates the positive effects of inclusive education for all students, including those with severe disabilities. These positive effects can only occur if students with severe disabilities are successfully included in academic, behavioral, and social activities throughout the day. An inclusive model that can facilitate the inclusion in behavioral and social aspects is the Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) framework. SWPBIS organizes three tiers of behavioral supports that are implemented to prevent disruptive behaviors and increase academic engagement across all school settings. Tier 1 supports are intended for all students, however students with severe disabilities are not sufficiently included despite SWPBIS literature clearly stating that all students should have access to all tiers. The Good Behavior Game (GBG) is a Tier 1 classroom intervention used to encourage teachers to implement effective classroom management strategies to increase academically engaged behaviors (AEB) and decrease disruptive behaviors (DB) in the classroom. The GBG literature demonstrates positive effects across various settings and participants. However, only two studies explore the effects of the GBG on students with severe disabilities. To expand the GBG literature, this study used a single-case multiple probe baseline design to investigate the impact of the GBG intervention on students with severe disabilities and general education teachers in inclusive classrooms. Findings indicate students were able to understand classroom-wide expectations and participate in the GBG, as demonstrated by an overall increase in AEB and an overall decrease in DB across all participants. The GBG was also effective in increasing appropriate peer interactions between students with and without disabilities. Findings also suggest that the GBG had positive effects on general educator behaviors illustrated by an increase in praise statements and the implementation of positive classroom management strategies as outlined by the GBG. This study demonstrates how the GBG can be used to provide positive behavioral supports to all students, including those with severe disabilities in inclusive settings. Findings also indicate several implications for practitioners as well as future researchers in the field of special education. [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.]