The color wheel is an evidence-based classroom management system that has been used to decrease inappropriate behaviors and increase on-task behaviors in general education elementary classrooms but not in classrooms for students with autism spectrum disorder (ASD). A multiple-baseline design was used to evaluate the effects of the color wheel system (CWS) on disruptive behaviors (being out of seat for one classroom, inappropriate vocalizations for two classrooms) in three self-contained elementary classrooms for students with ASD. Partial-interval time sampling was used to record class-wide disruptive behaviors. Visual analysis of a time-series graph suggests that the CWS decreased disruptive behaviors across all three classrooms. Discussion focuses on limitations of the study and directions for researchers interested in modifying, applying, and evaluating the effects of the CWS in settings for children with ASD. Keywords Classroom management. Color wheel system. Autism spectrum disorder. Reducing inappropriate behaviors Effective classroom management is dependent on several factors, including classroom rules that establish behavioral expectations designed to prevent inappropriate behaviors while enhancing the classroom climate and desired behaviors (Buck, 1999; Doyle, 2006; Jones & Jones, 2012; Mastropieri & Scruggs, 2014). Researchers have indicated that a single and generalized (e.g., broad) set of approximately three to five rules is a sufficient and effective method for managing the classroom (Malone & Tietjens, 2000). Several systems that incorporate a single set of rules and contingencies for rule breaking or following include the Good Behavior Game, the Caught Being Good Game, the ADHD Classroom Kit, and the Caterpillar Game (

<span>A paucity of research exists that examines how well hearing-impaired students function in the primary and secondary grades when attending a general education setting. The research that does exists to suggest that issues of poor self-perception, challenges regarding a sense of belonging, and self-image may be amplified for the non-hearing student. The current investigation examines the self-reported feelings of the hearing-impaired students relative to the student with no identified hearing difficulties. Results suggest that while social belonging may be a problem for the hearing-impaired students relative to their hearing peers, no differences were found on the responses associate with self-image or trouble at school.</span>