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138 COUNCIL FOR EXCEPTIONAL CHILDREN more challenging behavior than their peers without disabilities (Blacher, Howell, Lauderdale-Littin, Reed, & Laugeson, 2014). However, many teachers may not be prepared in classroom management practices (Greenberg, Putman, & Walsh, 2014). As special education teachers work with general education teachers to support students with disabilities in general education classrooms, special education teachers likely need to address student behavioral needs in addition to academic needs. Group contingencies are easy to implement in the general education classroom to support the behavior of students with disabilities, and they offer an opportunity for collaboration between special and general education teachers.