Teacher attention and a token reinforcement system were used to bring about control in a disruptive junior high school special education classroom. Individual and group study levels were recorded during a baseline period. Subsequent experimental periods employing teacher attention and/or a token point system increased study levels and decreased disruptive behaviors of class members. Reinforcement of appropriate behaviors was withdrawn during short reversals producing lowered study rates. Reinstatement of contingencies again resulted in increased study levels.
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