Numerous studies have demonstrated the positive effects of the Good Behavior Game (GBG); however, limited information exists on the impact of the GBG on students with severe disabilities. This study investigated the impact of the GBG on students with severe disabilities and their off-task behaviors. Three students in three self-contained elementary classrooms and three special education teachers participated in this study. Special Education teachers implemented the GBG during whole group instruction, and researchers used a momentary time sample to measure the percentage of student off-task behavior. A multiple-probe baseline design organized the data to analyze the overall effects of the intervention. All participants showed a decrease in off-task behavior during the GBG. Implementing teachers found the intervention to be socially valid.