SUMMARYA 6‐yr‐old male's disruptive classroom behavior was modified by a combined use of individual and group contingencies. When a tantrum occurred the child was put into an adjoining cloakroom. The deviant child, as well as the entire class, was rewarded with candy for periods of non‐tantrum behavior. Although only tantrum behavior was focused upon, by the time the tantrums had decreased substantially, other deviant classroom behaviors had also decreased significantly and the deviant child's peer relationships and school work had imp