The purpose of this case study was to find out if an intervention based on contingent reinforcement procedures is useful as a tool to be adapted for dealing with disruptive classroom behavior. It also aimed to discover if such an intervention could be understood and applied easily by teachers in a secondary classroom setting. Through Functional Behavior Analysis, it was observed that when the teacher gives the class work to do, the participant indulges in off-task behavior in order to get the teacher’s attention. The intervention was expected to decrease classroom disruptions or off-task behavior while increasing on-task behavior and work completion. The study was completed in three main phases of pre intervention, intervention, and post intervention in a total of 20 days utilizing an intervention package based on Conjoint Behavior Consultation (CBC) and contingent reinforcement. During the pre-intervention phase, a baseline for off-task disruptive behavior was established at an average frequency of 4.3 times to 0 times per 30 minute period. In the second phase of intervention, backup reinforces along with social reinforces were introduced, and made contingent upon on-task non-disruptive behavior. During intervention the average frequency of off-task disruptive behavior reduced from 4.3 times to 0 times which was maintained at almost the same level during the post intervention phase. This study has its implication on both the importance of contingent reinforcement procedures in the classroom, as well as the need for proper training for reinforcement procedures for teachers in the classroom environment.