Both academic and disruptive behavior in a classroom for children with behavioral problems were monitored under two different pro-cedures for administering token reinforcement. Behavioral control was dem-onstrated when children were reinforced on a variable interval schedule for “in-seat” behavior and also when they were reinforced for correct performance on daily tests. Academic performance was enhanced in the latter but not the former condition suggesting that control of classroom behavioral problems may be more efficiently achieved by reinforcing academic behaviors incompatible with dis-ruptive behaviors.
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