This study employed a mixed causal-comparative and descriptive design to measure the effect of independent, dependent, and interdependent group contingencies on the behavior of students with Emotional Behavior Disorder (EBD). The subjects selected for the study were seven students with EBD who participated in the Girls and Boys Town Program at Marietta Middle School. Specifically, this study sought to determine the effect of the Girls and Boys Town Education Model (GBTEM) approach on problem and adaptive behaviors in these students. In addition, the study sought to ascertain the effect of the GBTEM social skills training component on the number of office referrals of students with EBD. Data accumulated to examine teacher, parents and student's perception was collected by using the following three components of the Behavior Assessment System for Children, Second Edition (BASC-2): a teacher-rating scale (TRS), a parent-rating scale (PRS), and a self-report or personality scale (SRP) (Reynolds & Kamphaus, 2004). This data, as well as information relating to the number of behavior-related office referrals of the students, was kept with archival data from the discipline file of each subject. Pre-test data was accumulated in the 2006-2007 school year, and post-test data was accumulated in 2007-2008 school year. The data was then analyzed by the BASC-2 Assist computer program, which scored and reported TRS, PRS, and SRP results. The implementation of the GBTEM has proven to have an effect on decreasing problem behaviors. The implementation of the GBTEM may be a solution for decreasing disruptive behavior and increasing adaptability in students classified as EBD. By providing a sound structured classroom management approach, teachers and administrators will be able to focus on closing the academic gap.