The effects of contingent teacher attention on study behavior were investigated. Individual rates of study were recorded for one first‐grade and five third‐grade pupils who had high rates of disruptive or dawdling behavior. A reinforcement period (in which teacher attention followed study behavior and non‐study behaviors were ignored) resulted in sharply increased study rates. A brief reversal of the contingency (attention occurred only after periods of non‐study behavior) again produced low rates of study. Reinstatement of teacher attention as reinforcement for study once again markedly increased study behavior. Follow‐up observations indicated that the higher study rates were maintained after the formal program t