Students with Emotional and Behavioral Disorders (EBD) make up roughly 1-5% of aschool’s population and account for approximately 50% of teacher and administrative time dueto behavior management (U.S. Department of Education, 2017). These students oftendemonstrate difficulties following classroom rules, relating appropriately to others, andimplementing successful work habits and coping skills which lead to higher rates of low grades,suspension and expulsion, and school dropout (Wagner, 2014). Peer-mediated interventions(PMIs) are a specific type of behavior management technique commonly used in schools whichinvolve utilizing peers as change agents to enact behavior change (Kohler & Strain, 1990).Recently, PMIs have been found to be an effective intervention for students with EBD (Dunn,Shelnut, & Ryan, 2017).Peer-Mediated Check-in Check-Out (PM-CICO) is a more recently adapted version of awidely used PMI known as Check-in Check-Out (Hawken and Horner, 2003). PM-CICOinvolves training a student, typically a model student, to check in at the beginning of the day andcheck out at the end of the day with a peer who is demonstrating behavioral difficulties. Thesemeetings allow the model student to provide their peer with feedback and encouragement whilethey strive to meet daily behavior goals (Dart et al., 2015). However, students with EBD areoften educated in alternative school settings where model students may not be available to serveas a peer mentor (Mathur & Jolivette, 2012).Previous research has demonstrated that a student with EBD can effectively serve as amentor for a younger student with EBD (Smith, Evans-McCleon, Urbanski, and Justice, 2015).Another study by Collins (2013) found that PM-CICO could be implemented in a reciprocalfashion with two students experiencing social difficulties. However, to date, no study hasexamined the use of reciprocal PM-CICO for students with EBD. The current study examines theeffects of reciprocal PM-CICO combined with an interdependent group contingency on thebehavior of three classrooms of students with EBD in an alternative school setting. Behavioraldata was collected in the form on direct observation and daily behavior report card points.Results of the current study provide preliminary evidence that students with EBD can serve aspeer mentors for same-age peers and that reciprocal PM-CICO combined with an interdependentgroup contingency may be an effective behavioral intervention for students with EBD.