This manuscript was originally presented in a poster session at the 121st annual convention of the American Psychological Association, Honolulu, Hawaii.The purpose of this study was to determine the effect of the Classroom Management Link System (CMLS) across classrooms using a multiple baseline design. CMLS is a preventive system that uses rule development, self-monitoring, goal setting and increased positive teacher feedback to prevent disruptive classroom behavior and increase academic engaged time. Baseline data on off-task and disruptive behavior was taken in each classroom until CMLS was implemented. CMLS was implemented after three weeks of collecting baseline data in Classroom One and six weeks of collecting baseline data in Classroom Two. Each teacher completed surveys on non-academic factors impacting their classroom and their own classroom management skills. These surveys were completed at the time CMLS was implemented in each classroom as well as at the end of the study. An additional survey was administered at the end of the study to measure the acceptability of the intervention. The results suggest that the intervention had a large effect on off-task behavior and a small to moderate effect on disruptive behavior. Mixed results were found for each of the surveys. Results on the acceptability of the intervention were also mixed
