An evaluation of the effects of the ABLE (Analyzing Behavior State and Learning Environments) model was presented. Eight teachers received training on observing behavior state and relevant environmental variables; analyzing potential effects of nutrition and medications; identifying strategies for individual students; and participating in a process to generate classroom-based intervention strategies based on their observations. Results showed that teachers were able to reliably implement the model, which produced significant increases in occurrences of the preferred alert and active states and significant decreases in nonpreferred states, such as sleep, drowse, daze, and crying/agitated. Additional findings indicated that the teachers were satisfied with the training procedures and found the model to be relevant and appropriate for students with profound mental retardation. Case studies were briefly presented.