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This correlational design study systematically evaluated the degree to which a selected prereferral to special education intervention was implemented according to two levels by regular education elementary teachers grades two through five in four elementary buildings within a rural Pennsylvania school district. Consultation, intervention scripting, self-monitoring intervention, and enhanced consultation were utilized. Results of the research revealed all student on-task rates increased, but to a greater when the self-monitoring intervention was scripted. Scripted intervention checklists appear to increase the efficacy of student on-task behavioral interventions and teacher experience and teacher education (graduate credits earned) do not appear to impact the outcome of on- task behavioral interventions.