Teachers are often responsible for implementing evidence-based interventions in regular education classrooms with support from pupil service teams, however; past research has shown that in many cases interventions are not implemented with integrity, thus limiting conclusions regarding a student's response to intervention. Although research indicates that provision of scripts, performance feedback, and reinforcement are useful at increasing implementation integrity, their effects vary across teachers. In the present study, a brief experimental analysis (BEA) with a reversal was used to identify the most effective method for increasing the integrity with which 4 regular education teachers implemented a DRA procedure using verbal praise as a reinforcer for student on-task behavior. An extended analysis using a multiple baseline design across teachers was then conducted to assess the predictive validity of the BEA. Student on-task behavior was also observed to determine its relationship to teachers' levels of implementation integrity. Results showed the BEA to be an effective and valid means of identifying an effective support method for 3 of the 4 teacher-student dyads. Although task engagement increased for all students to above 90%, it correlated with implementation integrity for only 2 of 4 dyads. Implications for future research and clinical practice will be discussed.