Compared was the effectiveness of punishment and positive reinforcement on the nonattending behaviors and academic achievement of 18 elementary grade children in two special classes for children with social or adjustment problems. During the positive reinforcement condition each student earned a slash mark whenever he was observed attending to task, while in the punishment condition, slash marks were placed next to each student's name and then removed when the student was observed in an off task behavior. Results indicated that punishment in the form of response cost did not appear to be associated with dysfunctional side effects, and that there was no relationship between increases in academic production and changes in nonattending behavior. (DB)