A multi-component intervention designed to reduce disruptive classroom behavior

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 gener al and special education students. This multi- component treatment has evol ved to include mystery motivators, token economy with response cost, and an tecedent strategies (i.e., public posting of classroom rules, and teacher m ovement) delivered within a group contingency format. Based on report data, the treatment in this research was well received by the teachers and stude nts. Further, due to the substantial treatment effect, ease of implementati on, and relatively low investment of teacher time, the multi-component inte rvention became a consistent choice by the teachers for classroom managemen t. (C) 2000 John Wiley & Sons, Inc.