Students who misbehave represent a range of backgrounds, and behavior problems are likely to be present in both general and special education classrooms. To this end, thousands of schools across the country have adopted positive behavior interventions and supports (PBIS) as a way to prevent and respond to challenging behavior. PBIS is a federally endorsed, three-tiered approach for promoting positive behaviors and implementing a continuum of data-driven interventions to students (Individuals with Disabilities Education Act, 2004). All students who attend schools that employ PBIS receive Tier 1 supports, which include (1) teaching universal, prosocial behaviors to prevent future problems; (2) implementing evidence-based classroom management strategies; and (3) acknowledging students when they display positive behaviors. Students who fail to respond to Tier 1 supports move to Tier 2, which are typically small-group, evidence-based behavioral interventions and supports. Finally, in Tier 3, students with high-risk behaviors who fail to respond to Tier 1 and Tier 2 supports (<5% of school population) receive highly individualized, intense behavioral interventions. Ensuring that newly acquired behavioral skills continue after an intervention has ended (i.e., maintenance) is the ultimate goal of behavioral interventions, but no matter how effective an intervention is, positive behavior is unlikely to sustain if the intervention is stopped abruptly (or "cold turkey") after the student experiences success. Instead, the intervention must be faded systematically by gradually reducing and eventually eliminating key elements, such as: (1) goals; (2) feedback; (3) reinforcement; (4) dosage; or (5) other intervention components. This iterative process of reducing or removing intervention components continues until all intervention components are faded completely, with the ultimate goal of transitioning students back to only Tier 1 supports.