The study implemented simple classroom procedures to increase the ontask behavior of eight second and third grade learning disabled students in an inner city school. Procedures used were modification of the environmental arrangement of the classroom (such as moving the learning centers closer to students' desks), changing the method of curriculum presentation and teaching strategy (such as shaping students to work independently rather than in small groups), and implementation of a classroom token economy. Data collected by a time sampling recording procedure indicated that ontask study behavior increased for all Ss. Written statements from the classroom teacher showed a subjective, anecdotal improvement in general classroom functioning as well. In addition to increases in study behavior in all children, other changes observed included children speaking more quietly, answering when spoken to, smiling more often, being more polite to others, talking to each other more frequently and more appropriately, and increasing accuracy in seatwork. (Author/SB)