The purpose of this study was to determine which behavior modification procedures were the most effective in reducing and controlling the inappropriate calling out behavior of a fifth-grade socially and emotionally disturbed student. Three phases of interventions were involved. As the study began, the resource room instructor was using a behavior modification system based on a token economy. Subsequently, a group contingency approach was used to reinforce appropriate behavior; students were given a cardboard cube with messages for the teacher, to limit unnecessary oral teacher-student communication; in addition, the seating arrangement was changed. In phase two, a class meeting was held to discuss the problem of calling out behavior, the students participated in a role playing activity emphasizing the importance of raising one's hand to be called on, and writing notes reading "Do Not Call Out In Class" were posted on each student's desk. Phase three involved a private confrontation with the subject about his behavior, establishment of a self-recording program, and development of a behavior contract. Data showed that the first two phases did not achieve the desired results of reducing the student's calling out behavior. The most effective technique used was the self-recording treatment. Seven references are cited. (JDD)