Effects of a Student-Managed Response-Cost System on the Behavior of Two Mainstreamed Students

This study illustrates the use of a student-managed response-cost system using free tokens to modify the on-task behavior of 2 mainstreamed students-an emotionally disturbed fourth grader and a learning disabled sixth grader-in regular classrooms. After the program was implemented, the subjects' on-task behavior as well as their academic performance improved. Applications of the findings to regular classrooms are discussed.