The study investigated the efficacy of training three behaviorally disordered elementary grade students to recruit reinforcement and assistance from teachers. The study also investigated the effect of systematically fading external experimenter reinforcement of students for prompting and praising teachers in the regular classroom. The three subjects were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. Results indicated that all three Ss were able to modify the amount of teacher help they received in the regular classroom. After systematically fading experimenter reinforcement of students, both student and teacher behaviors were maintained over baseline levels. (Author/DB)