Many teachers face behaviors such as talking out, disrespectful comments, general classroom disorder, and even verbal abuse on a daily basis. Students who create these disruptions in classroom settings interrupt the flow of instruction and affect the behaviors of other students, creating a chaotic environment. Because students with or at risk for emotional or behavioral disorders (EBD) are often off task and disruptive during instructional time, teachers need alternative teaching strategies to generate task engagement and encourage appropriate behaviors. The purpose of this article is to present four instructional strategies that researchers have shown to be generally effective in increasing teacher rates of giving students opportunities to respond. This article provides a description of the strategy, an explanation of why the strategy works, a guideline on how to implement the strategy, potential roadblocks and solutions to implementing the strategy, and a presentation of a case study on successful implementation. (Contains 1 figure.)