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Abstract

Alternating treatments designs were used to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. Results showed greater on-task levels while working on experimental assignments across 3 of the 4 students. Discussion focuses on problem completion being a conditioned reinforcer and applying this theory to prevent and remedy academic and social-behavior problems in students with behavior disorders. © 2002 John Wiley & Sons, Inc.