Using a reversal design with two primary school aged children, the effectiveness in producing on-task behaviour was compared for a token system and a cognitive behaviour system. In the token system, points were earned for on-task behaviour at school which could be exchanged for rewards chosen by the pupil and parents at home. The cognitive program was conducted on an individual withdrawal basis during which time the child was taught to "stop, look, listen and think." With one child the token system preceded the cognitive and with the other child the order of the conditions was reversed. In both studies the token programs proved to be more effective than the cognitive programs in bringing about rapid and dramatic increase in on-task behaviour. When introduced first, the cognitive program appeared to produce better maintenance than when it followed the token program. Additionally, the programs helped to shift two of the teachers' attitudes towards the students from being fairly negative to more positive, as recorded on a Teachers Checklist.