In this research work, an action procedure was developed that interferes with improving the cognitive and behavioral state in the classroom through all subjects in the face of disruptive behaviors. Although our research is based on the different intervention models developed in various behavioral and constructivist learning theories and their different approaches, we sought to apply a methodology that takes as a motivating axis the students, the education in values, and the orderly conduction of the behavior. Two case studies were analyzed, obtaining information from various sources under the principle of participatory observation. First, the principal axes are explored where it is pointed out to know the frequency of the event and the intensity of disruptive behaviors; it is also sought to understand academic performance. The qualitative results express the significant differences between the intervention phases of the two axes proposed at the group level. [For the complete proceedings, see ED672804.]