The purpose of the study was to demonstrate improvements in celerations, performance changes, and fluency of digits written correctly using repeated drill and practice procedures with Precision Teaching measurement approaches during one-minute timings among middle school students who also exhibit identified emotional and/or behavioral disabilities and come from non-English speaking homes. Participants were identified for the research based on identified difficulties in mathematical computation. The study took place in a public school in the Midwest. This study utilized a single subject research design. Three students and their special education teacher participated in the research to analyze the effectiveness of a repeated practice intervention. Student sessions were reviewed for reliability by the students' general education classroom teacher. Interobserver reliability results averaged 100% for the probes reviewed. Student performance was charted and measured using Standard Celeration Charts. Trends of performance were analyzed to measure individual progress for each participant. This study found that the use of repeated practice with Precision Teaching measurement approaches exhibited a slight to moderate effect of improvement in student's computational fluency. Limitations such as student attendance, other duties of the researcher, and school days in session may have influence on the results. This study could present important implications for educators who work with students identified with emotional and/or behavioral difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]