An adjusting fixed-ratio schedule of praise and immediate correctness feedback produced increases in a seventh-grade student's arithemic response rate. Percentage of time spent in attending behavior also increased collaterally. Removal of the treatment led to decreases in both arithmetic response rate and collateral attending behavior. Reinstatements of the procedure again produced increases in both types of behavior. It was suggested that the present procedure of directly modifying arithmetic response rate requires less time and effort than working indirectly through modifying attending behavior.

A 5-yr-old preschool boy with a low rate of interaction with his nursery school classmates was induced to pass out candy as a tactic to increase his rate of interaction with them.Interaction with classmates increased markedly during the periods he passed out choices of candy. These changes may have been due to increases in both his rate of initiating activities with his classmates and to increases in his classmates' rate of initiating activities with him. A total time of less than 1 hr was required of the teacher during the experiment.The problem behaviors of nursery school children studied by psychologists utilizing operant conditioning principles have been varied, and have included such target behaviors as crying and whining, excessive passivity, and isolate play. Of particular interest here are the studies concerning isolate behavior, defined as a low frequency of interaction with other children. Allen, Hart, Buell, Harris, and reported success in modifying the isolate behavior of a 4-yr-old nursery school child using teacher attention as the reinforcer. A similar study of a 3-yr-old isolate boy reported by Harris, Wolf, and Baer (1964) indicated that by changing the contingencies for adult attention, rapid changes in social behavior of the child resulted. Reynolds and Risley (1968) demonstrated that material as well as social reinforcers could be used to modify social behavior in the nursery. Buell, Stoddard, Harris, and Baer (1968) increased a nursery school child's rate of social contact with other children by increasing the child's use of outdoor play equipment through teacher reinforcement.The above studies relied heavily on the reinforcing effects of teacher attention. Reyn- 'The authors wish to express appreciation to Judy