Stwzmary.-Both academic and disruptive behavior in a classroom for children with behavioral problems were monitored under two different pcocedures for administering token reinforcement. Behavioral control was demonstrated 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 nor the former condition suggesting that control of classroom behavioral problems may be more efficiently achieved by reinforcing academic behaviors incompatible with disruptive behaviors.Numerous studies attest to the relevance of behavior modification procedures for [he classroom setting. Out-of-seac behavior, inappropriate talk, aggressive behavior, talking out inappropriately, and other disruptive behaviors have been successfully modified to promote a classroom environment more conducive to learning (Becker, Madsen, Arnold, & Thomas, 1967;Rickard, 1971;Wolf, Hanley, King, Lachowicz, & Giles, 1970). Perhaps the most systematized approach to behavior modification has been the token economy. Axelcod (1971), in a review of literacure on token reinforcemenc, notes that posicive results are almost invariably obtained. In most studies of token reinforcemenc, Es have been concerned wich managerial behaviors such as inappropriate or disruptive behavior (Becker, et al., 1967; Thomas, Nielson, Kuypers, & Becker, 1968). In a few studies the dependent variable has been academic behavior (Lovitt gr Curtiss, 1769; Lovitt & Esveldt, 1970; Rickard, Clemencs, & Willis, 1970). Rarely have investigators assessed boch academic progress and behavioral control in the same experiment. One might question the effect on academic performance of reinforcing non-disruptive behavior. Does increased behavioral control enhance academic performance? Conversely, would reinforcemenc for academic performance lead to behavioral control while also promoting academic progress? The manner in which tokens are dispensed, i.e., reinforcemenc schedule, has not been systematically investigated with children in the academic setting. Ferster and Skinner (1957) provide ample evidence that the schedule of reward is a potent variable affecting performance on infrahuman organisms. Variable interval (VI) and variable ratio (VR) schedules, with the availability of reinforcemenc being somewhat uncertain, generate a relatively stable rate of responding with few pauses. Fixed ratio ( F R ) schedules generate a high rate of responding.The present study assessed che relative effectiveness of a VI schedule of token reinforcement for "in-seat" behavior and an FR schedule for academic performance. "Oiit-of-seat" behavior and academic performance were monitored

!atability as a factor in the duration and pattern of schedule-induced drinking. Psycho!ogical Record, in press. ROSENBLITH. J. Z. Polydipsia induced in the rat by a second-order schedule.