A group of unmotivated third grade boys was diagnosed as having learning disabilities and was taught under three conditions. The boys served as their own controls. The dependent variables were reading level and school behavior. The independent variables were, in order of presentation, reading tutoring at a private clinic, reinforcement techniques in a self contained classroom, and intermittent reinforcement (via a resource room) during reintegration into a regular classroom. Clinic tutoring resulted in no significant gains in reading; reinforcement approaches, however, produced significant gains. Appropriate school behavior was significantly related to reading level.

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A treatment method is described that employs systematic manipulation of reinforcing and aversive stimuli to increase the probability of socially functional behavior