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.

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