Many learning disabled pupils have difficulty in attending to their school work and frequently exhibit hyperactive behaviors such as inattention, talking-out, leaving their seat, restlessness, or other overactive behaviors that interfere with learning and distract others in the classroom. Operant conditioning strategies have been used to modify hyperactive behavior, but these methods are thought of as external factors in controlling human action. Rotter (1966) calls this phenomenon an extrinsic locus-of-control. Some art educators involved with hyperactive learning disabled children are concerned that extrinsic methods of behavior control are inadequate and believe that more emphasis needs to be placed upon internal or intrinsic locus-of-control methods (Note 1). An individual is identified as being intrinsically motivated when he or she performs an activity for its own sake, and extrinsically motivated when an activity is undertaken as a means to an end (Lefcourt, 1966). In recent years a number of studies have dealt with token economy systems with hyperactive and learning disabled children in remedial or special classrooms. Token economy systems were used by Hall (1971) to modify talking-out behaviors of second grade pupils, by Wolf et al. (1970) to modify out-of-seat behavior in an elementary remedial classroom, and by Axelrod (1971) to modify behavior in special classrooms. Levine & Fasnacht (1974) suspected that token rewards might lead to token learning; that is, without a foreseen reward, the pupils may not attempt to initiate learning, or may only learn that which they are paid to learn. Tokens and teacher praise, two common behavior modification practices used in the classrooms, are extrinsic rewards because they provide a satisfaction that is independent of the activity being modified, and are controlled by the teacher rather than by the pupil. In contrast, intrinsic rewards are those over which the pupil has a degree of control and that are an integral part of the learning activity itself. Examples of intrinsic rewards are writing poems or stories, painting, using movement or the body in dance, play, or work for sheer joy or satisfaction without the thought of financial or other extrinsic return (Wilkening, 1973). Rotter's (1966) social learning theory is based on intrinsic-extrinsic locus-ofcontrol research which deals with the manner in which individuals view their own ability to control what happens to them. If persons are high in extrinsic controls, they believe that they have very little control over their fate and that others in the environment are in control of their rewards and punishments. People high in intrinsic control assert their responsibility for their own successes and failures, and rely relatively little on others for explanations of their behavior. Joe (1971) summarized the intrinsicextrinsic research and indicated that externals are relatively anxious, aggressive, dogmatic, less trustful, and more suspicious of others, and are lacking in selfconfidence and insight; whereas internals show a greater tendency to seek information and adopt behavior patterns which facilitate personal control over the environment. Deci (1971) observed that one consequence of employing extrinsic motivation might be to reduce intrinsic motivation. Calder & Shaw (1975), however, gave money as a reward for completing a picture-puzzle task and found that the task produced less satisfaction than a blank puzzle task without money. Lepper, Greene, and Nisbett (1973) assessed the effects of intrinsic rewards on preschool children. The relative amount of time spent at a drawing activity while other activities were going on served as a means of measuring the intrinsic value of the drawing. Three groups of children were