The Class Pass Intervention (CPI) is designed to be implemented within school-wide PBIS to decrease disruptive behavior and teach an appropriate replacement behavior for students needing Tier 2 intervention. The purpose of the present study was to extend the literature on the CPI by further evaluating the impact of the first component of the CPI on disruptive behavior and academic engagement of elementary school children with disabilities engaging in mild to moderate disruptive behavior. Three students and their respective teachers participated in the study. A multiple baseline across participants design with an embedded reversal was used to demonstrate the impact of the CPI on student behavior during a targeted problematic routine. The results indicated that the CPI was effective in decreasing disruptive behavior and increasing academic engagement for all participating students. Results were maintained for one participant while fading the magnitude of the intervention. Students and teachers rated CPI as effective and acceptable.