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Abstract
The purpose of the present study was to determine if contingent free time could improve the homework completion of senior high school English students. The subjects were two groups of 50 12th grade students enrolled in English classes. A combination multiple baseline and ABAB single subject replication design was employed to evaluate the effects of the free-time contingency. During the free time condition, completion of homework assignments earned each student three minutes of early dismissal. The free time procedure increased the frequency of homework completion. The ratings by the students were positive with respect to the use of free time to improve student performance. The free-time procedure was effective, and practical and record keeping was minimal.