i haviors of children who function productively in a regular-classroom setting are ordinarily under the control of a wide variety of generalized reinforcers appropriate to that setting. Solving problems, completing assignments, and achieving success at academic endeavors generally function as powerful reinforcing events which maintain academic behavior. Such behaviors are further strengthened by praise, often accompanying appropriate academic behavior, administered by parents or teachers.1 1 It is not surprising, then, that the behavior of most school children is responsive to traditional educational procedures and methods even when no systematic efforts are directed toward gaining behavioral control.The °'acting-out&dquo; child, however, with all his accompanying academic disabilities, often misses out on these avenues of positive reinforcement which are common to the educational setting. Reinforcements for appropriate academic behavior are rarely available for him. The low probability of success or praise being associated with his academic behavior decreases the frequency of appropriate academic behavior in a spiraling process; e.g., the fewer the reinforcements, the less academic work attempted; the less work attempted the fewer the reinforcements. In addition, many of the social behaviors demonstrated by such children are aversive and thereby preclude or severely limit the probability of the child being positively reinforced by teachers or peers.When social reinforcement is available, there is some evidence which suggests that adult praise is aversive 1 R.