Problem behavior in the classroom leads to challenges for teachers who often feel ill equipped to address such behavior. Behavior analytic interventions have been shown to be effective for reducing problem behavior in the classroom. Less is known about the impact of these interventions when implemented using digital technology. The purpose of the current systematic review was to synthesize and evaluate the quality of the literature. We identified 19 studies which demonstrated the effectiveness of these interventions in both general education and special education classrooms. Across these studies, touch-screen devices and computers were the most frequently used form of digital technology. Implications for practice and future research will be discussed.