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A base rate of disruptive behavior was obtained for seven children in a second‐grade class of 21 children. Rules, Educational Structure, and Praising Appropriate Behavior while Ignoring Disruptive Behavior were introduced successively; none of these procedures consistently reduced disruptive behavior. However, a combination of Rules, Educational Structure, and Praise and Ignoring nearly eliminated disruptive behavior of one child. When the Token Reinforcement Program was introduced, the frequency of disruptive behavior declined in five of the six remaining children. Withdrawal of the Token Reinforcement Program increased disruptive behavior in these five children, and reinstatement of the Token Reinforcement Program reduced disruptive behavior in four of these five. Follow‐up data indicated that the teacher was able to transfer control from the token and back‐up reinforcers to the reinforcers existing within the educational setting, such as stars and occasional pieces of candy. Improvements in academic achievement during the year may have been related to the Token Program, and attendance records appeared to be enhanced during the Token phases. The Token Program was utilized only in the afternoon, and the data did not indicate any generalization of appropriate behavior from the afternoon to the morning.

The behavior of pigeons on six geometrically spaced fixed‐interval schedules ranging from 16 to 512 sec is described as a two‐state process. In the first state, which begins immediately after reinforcement, response rate is low and constant. At some variable time after reinforcement there is an abrupt transition to a high and approximately constant rate. The point of rapid transition occurs, on the average, at about two‐thirds of the way through the interval. Response rate in the second state is an increasing, negatively accelerated function of rate of reinforcement in the second state.

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The purpose of this study was to assess the effects of the contingency manager (teacher or pupil) on a pupil's academic response rate. The results of two such experiments disclosed that higher academic rates occurred when the pupil arranged the contingency requirements than when the teacher specified them. A third study manipulated only reinforcement magnitude to ascertain whether amount of reinforcement had interacted with pupil‐specified contingencies to produce the increase in academic response rate. The latter findings revealed that the contingency manager, not reinforcement magnitude, accounted for this subject's gain in performance.

Male Siamese fighting fish exhibit stereotyped aggression reactions to their mirror reflections. When distinctive neutral stimuli (flickering colored lights) were repeatedly associated with drug‐potentiated aggression (morphine sulfate) and drug‐depressed aggression (phenergan), the stimuli came to exert specific stimulus control over aggressive display even after the drugs were discontinued.

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Four first‐grade public school students exhibited non‐study behaviors during a period when all children were to study individually. A fifth‐grade student modified the maladaptive behaviors of the four first‐grade students. Lights on the four students' desks, which were associated with opportunity for reinforcement, rapidly brought study behavior under stimulus control. Differential reinforcement of other behaviors dramatically decreased studying. Reinforcement was reinstituted and studying returned to a high and stable rate. Surreptitious post‐experimental observation using closed‐circuit TV indicated that the behavioral changes effected during the experimental phases were partially maintained by the regular classroom environment. A replication of the baseline phase with the observer in the classroom produced an increase in the rate of study behavior, indicating that the observer's presence acted as a discriminative stimulus for studying. An additional contingency requiring improved academic behavior was imposed before the fifth grader was given the opportunity to engage in the behavior modification experiment.

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