“…Early studies found that teacher attention could be altered to provide an immediate and natural system for changing on-task rates (Chadwick and Day, 1971;Hall et al, 1968;Hasazi and Hasazi, 1972;Ward and Baker, 1968). However, attention was not always effective as a reinforcer, 5Brigham, Finfrock, Breunig, and Bushell, 1972;Chadwick and Day, 1971;Hall and Broden, 1967;Harris and Sherman, 1973;Hasazi and Hasazi, 1972;Hopkins, Schutte, and Garton, 1971;Jacobson, Bushell, and Risley, 1969;Knapczyk and Livingston, 1973;Lahey, McNees, and Brown, 1973;Martin, England, Kaprowy, Kilgour, and Pilek, 1968;Miller and Schneider, 1970;Salzberg, Wheeler, Devar, and Hopkins, 1971; Wolk, Giles, and and token systems with more potent backups became popular alternatives (O'Leary and Becker, 1967, p. 637;Quay, Werry, McQueen, and Sprague, 1966). Studies that dealt with token systems typically dropped the analysis of adult attention and emphasized instead the effect of nonsocial consequences on appropriate classroom behavior.…”