Subjects were four learning disabled students (ages 9-10) with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity exhibiting mixed results. (Author/JW)

Three underachieving fifth-graders were trained in a tutoring procedure to use a self-control package (self-scorecard with goal options and reinforcer menu) to increase arithmetic proficiency. All possible classes of generalization were evidenced. Social validity data showed that the children's arithmetic performance either surpassed or approached…