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ABSTRACT
The purpose of this research was to determine the effectiveness of a structured free-time contingency for a 12 year old male with Attention Deficit/Hyperactivity Disorder (ADHD). A multiple baseline design was employed to evaluate the impact of the free-time procedures on attention to task and compliance. The student earned five minutes of free-time for each third of the observations he was task compliant. The child also earned one minute of free-time for each observation during which he was on-task. Free-time consisted of completing jobs for the teacher such as cleaning the chalkboard, decorating the resource room, making signs, organizing tapes, or playing educational games on the computer. The overall outcome indicates increases in compliance and on-task behavior during the structured free-time condition. These procedures were effective and easy to implement in a special education resource room setting for 16 weeks.