Abstract
The intent of this article was to present an on-going line of research that has focused on the design of an effective, easily implemented, economical, and parsimonious treatment for disruptive classroom behavior in both general and special education students. This multi- component treatment has evolved to include mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules, and teacher movement) delivered within a group contingency format. Based on report data, the treatment in this research was well received by the teachers and students. Further, due to the substantial treatment effect, ease of implementation, and relatively low investment of teacher time, the multi-component intervention became a consistent choice by the teachers for classroom management. © 2000 John Wiley & Sons, Inc.
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