This study was conducted with adults in a basic education center. Teachers identified two adult behaviors, arriving late to class and not remaining in class, which were disrupting classroom activities and interfering with learning. The two behaviors ap peared to be influenced by school conditions. Hypotheses were tested on the relationship between these undesirable behaviors and reinforcement conditions. Reliable and significant changes were observed in both behaviors upon changes in the reward structure. Implications are considered for the use of behavior modification approaches in the design of more effective learning environments for poor and otherwise disadvantaged adults.
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