The purpose of this study was to increase the fluency and accuracy on seem to write multiplication facts for two elementary school students with behavior impairments. One was an 11-year-old male and the other was a 13-year-old male. The study was conducted in a self-contained behavior impaired classroom in a large urban school district in the Pacific Northwest. The three behaviors measured were corrects, errors, and skips per minute. These data were gathered from a multiplication probe sheet. The behavioral results showed a clear increase of corrects per minute and decrease in both skips and errors when the three interventions (flashcards + student selected rewards, flashcards + student selected rewards + goals, and flashcards + student selected rewards + goals + extra timings). The outcomes one participant was larger than for the other. The benefits of employing data-based evaluation procedures with intermediate children with behavior impairments are outlined.