This study evaluated the use of three systematic reinforcement techniques and measures (a carrel, teacher attention, and a contingency contract) to increase the on-task and task completion behaviors of a first-grade child. The carrel and teacher attention increased on-task behavior (from a mean of 27.6 percent to 45.0 percent) but did not affect the rate of task completion. The rate of task completion was increased when a contingency contract was introduced. Teacher social contacts were held consant in order to determine the effects of the contract. On-task level remained unchanged. When contract requirements were raised, on-task and task completion levels rose. Suggestions are made concerning the relationship between on-task and task completion behaviors. (Author/CS)