The effects of self-recording on classroom behavior of two junior high school students was investigated. In the first experiment, study behavior of an eighth-grade girl in history class was recorded. Following baseline observations her counselor provided slips for the girl to record whether or not she studied in class. This resulted in an increase in study. When slips were withdrawn, study decreased and then increased once self-recording was reinstated. After teacher praise for study was increased, self-recording was discontinued without significant losses in study behavior. In the final phase, increased praise was also withdrawn and study remained at a high level. In the second experiment, the number of talk outs emitted by an eighth-grade boy were recorded during math period. Following baseline, slips for recording talk outs were issued for the first half of the period, for the second half, and then for the entire period. Talk outs decreased when self-recording was in effect and increased again when self-recording was discontinued. When self-recording was reinstituted in the final phase there was a slight, though not significant decrease in talking out when compared to the baseline condition.

The effects of teacher attention on the attending behavior of two boys seated at adjacent desks were investigated. Baseline records were obtained of the appropriate attending behavior of two boys who were described as the most disruptive pupils in a second-grade classroom of a poverty area school. During the first experimental phase, the teacher systematically increased the amount of attention for appropriate attending in one of the pair, Edwin. This resulted in a dramatic increase in his attending rate and a lesser, though significant, increase in attending behavior of the second boy, Greg. During the second experimental phase, systematic attention for attending was instituted for Greg and was discontinued for Edwin. This resulted in further increases in attending by Greg and a reduction in attending by Edwin. A brief withdrawal of reinforcement for attending in both Greg and Edwin reduced attending levels for both. Following this reversal appropriate attending for both boys was systematically reinforced and attending returned to high levels.

Systematic reinforcement procedures were used to increase study behavior in the classrooms of three beginning teachers experiencing problems of classroom control. Classroom study rates were recorded during a baseline period. During subsequent experimental periods, the teachers changed one or more reinforcement contingencies (teacher attention, length of betweenperiod break, a classroom game) to bring about increased study rates and concomitant reductions in disruptive behaviors. A brief reversal period, in which these contingencies were discontinued, again produced low rates of study. Reinstatement of the contingencies resulted once again in marked increases in study behaviors.Previous studies (Hall, Lund, and Jackson, 1968; Evans and Ozwalt, 1968; Thomas, Becker, and Armstrong, 1968) have shown that teacher-applied contingencies could be used to increase or decrease study rates and academic performance of dawdling or disruptive pupils in regular school classrooms. These studies, like almost all of those which have demonstrated that teacher-applied contingencies can be effective in special education classrooms

Teacher attention and a token reinforcement system were used to bring about control in a disruptive junior high school special education classroom. Individual and group study levels were recorded during a baseline period. Subsequent experimental periods employing teacher attention and/or a token point system increased study levels and decreased disruptive behaviors of class members. Reinforcement of appropriate behaviors was withdrawn during short reversals producing lowered study rates. Reinstatement of contingencies again resulted in increased study levels.

The effects of a parent tutoring her children in spelling were assessed. In two experiments, weekly spelling scores of two boys were recorded. Following a Baseline phase, the parent tutored her sons at home each week on their spelling words. In-school spelling scores increased for both boys. Reversal procedures and comparisons to the class means were used to show that the increases were due to the home tutoring procedures. In Experiment I, gradual decreases in the number of tutoring sessions for one boy resulted in the continuation of high spelling scores. Complete withdrawal of tutoring procedures for the second boy also resulted in the maintenance of the higher spelling scores.