Challenges arising from the management of students behavior in classroom are a concern of educational professionals. Difficulties in students behaviors can affect a variety of factors, including individual performance, but also the educational experiences of all students, given their implications in the academic and social climate of the classroom. The risk of compromising teaching and learning effectiveness has motivated teachers and other professionals to seek effective behavior management strategies. This study is based on the need to provide professionals with knowledge and skills to support the use of quality practices grounded on current state of the art of knowledge and evidence, in order to support informed decisions and implement the best responses to the students’ needs. This review aims to synthesize the common characteristics of effective disruptive behaviour interventions for children with SEBD and to make further recommendations for their development. The search for this study was performed in October-November 2017 in multiple databases that index literature from the fields of health, psychology and education: ERIC, Web of Science, FRANCIS and MEDLINE. The inclusion criteria included (i) an intervention improving behaviours at school of children with SEBD; (ii) school-age children with the majority of the sample or average age between 6-10 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioural outcomes; (iv) articles published as full texts in peer review journals between 2000-2017. Of the 5339 articles that were identified in the initial screening, 41 met the criteria to be included in the review. The results will be presented considering the common characteristics of successful interventions, addressing in particular the strategies used, the way they were evaluated / monitored and the behaviors targeted by the intervention, with the purpose of making recommendations for future implementation.