This paper reports on the application of a token economy approach to increase on-task behavior and decrease inappropriate "call-outs" of nine seventh and eighth grade Caucasian male students in a self-containted emotional support classroom. The program included a behavioral contract, token economy "bucks" kept in a classroom bank, and a list of 12 possible purchases. Subjects began each day with 10 bucks of credit which they could lose by inappropriate call-outs or other classroom misbehavior. Comparison of baseline and intervention (after 15 days) indicated significant improvements in behavior, which were maintained during a fading period. The students liked the token economy system. (DB)