This practicum was designed to reduce the frequency of disruption occurring in a class of emotionally disturbed students, aged 6-10. Objectives were to have the students remain on task and attentive to teacher instruction during 80 percent of a morning classroom session and to reduce the need for crisis intervention outside the classroom. Three specific strategies were implemented to enhance the token economy already in place: (1) classroom rules were displayed in the room, reviewed by the teacher, and rehearsed by the students daily; (2) each student kept an individual behavior chart to self-record appropriate behavior with weekly rewards; and (3) a group contingent free time method was initiated in the period of most frequent disruption, with the group being allowed to select a free-time activity if target behavior levels were achieved. Following implementation of the intervention strategies, disruptive behaviors were reduced to zero, with 100 percent on-task behavior. The need for crisis counseling was reduced from five times to two times the first week of intervention and became extinct during remaining intervention weeks and post-intervention. (JDD)