IT WAS HYPOTHESIZED THAT SUCH A SITUATION WOULD HAVE A POSITIVE EFFECT ON THE ACADEMIC AND SOCIAL BEHAVIORS OF THE SUBJECTS AND ON THE FREQUENCY AND QUALITY OF DELINQUENCY ACTS OFFICIALLY RECORDED. TEN 'HARD CORE' DELINQUENT SCHOOL DROP-OUTS ON PROBATION FORMED THE EXPERIMENTAL GROUP. THE CONTROL GROUPS WERE UTILIZED: ONE OF TEN JUVENILES ON PROBATION NOT ENROLLED IN ANY PUBLIC SCHOOL PROGRAM AND THE OTHER OF TEN JUVENILES ON PROBATION ENROLLED IN A PUBLIC SCHOOL PROGRAM. PROGRESS WAS EVALUATED AFTER INTERVALS OF SIX AND TWELVE MONTHS. THE EXPERIMENTAL GROUP RECEIVED INDIVIDUALIZED PROGRAMS IN READING, ARITHMETIC AND LANGUAGE. MONETARY REINFORCEMENT OF THE TOKEN ECONOMY WAS PAIRED WITH SOCIAL APPROVAL GIVEN BY TEACHERS AND COUNSELLORS. THE RESULTS SHOWED SIGNIFICANT GAINS IN READING, ARITHMETIC, AND LANGUAGE ABILITIES FOR THE EXPERIMENTAL GROUP. AFTER SIX MONTHS, SIGNIFICANT DIFFERENCES IN FREQUENCY AND QUALITY OF DELINQUENT ACTS WAS NOTED BETWEEN THE EXPERIMENTAL GROUP AND THE GROUP WHICH DID NOT ATTEND SCHOOL. AFTER TWELVE MONTHS, HOWEVER, NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE GROUPS. (AUTHOR ABSTRACT MODIFIED)