THE FIRST PHASE BEGAN IN SEPTEMBER 1972 WITH A SURVEY OF THE YOUTH IN THE COMMUNITY AND THE ESTABLISHMENT OF A CENTER AT THE LYMAN C. HUNT JUNIOR HIGH SCHOOL. THE PROGRAM WAS BASED ON THE NEEDS EXPRESSED DURING THE SURVEY. STAFF CONSISTED OF 20 COLLEGE STUDENTS PLUS ADULT SUPERVISION. THE SECOND PHASE SET UP A TOKEN ECONOMY TO ENCOURAGE PROPER USE OF THE CENTER AND TO PROVIDE A MEANS OF BEHAVIOR MODIFICATION FOR PROBLEM YOUTH. POINTS WERE AWARDED FOR ACCEPTABLE BEHAVIORS, AND DEDUCTED FOR INAPPROPRIATE BEHAVIOR. IN 1973 THE PROGRAM BEGAN TO FOCUS ON YOUTH WHO WERE HAVING SOCIAL OR ACADEMIC PROBLEMS IN SCHOOL. THESE STUDENTS RECEIVED CARDS WHICH THE TEACHER SIGNED. DURING THE FIRST 4 WEEKS OF THE PROGRAM THEY RECEIVED POINTS EXCHANGABLE FOR FAVORS AT THE CENTER MERELY FOR ATTENDING CLASS. DURING THE SECOND AND THIRD 4-WEEK PHASES THEY RECEIVED ADDITIONAL POINTS FOR SUCH BEHAVIORS AS BEING ON TIME TO CLASS, HAVING ASSIGNMENTS PREPARED, AND BEHAVING WELL. THREE INTERVENTION STRATEGIES WERE DESIGNED; (1) THE CARDS; (2) CONVENTIONAL BEHAVIORAL CONTRACTING; AND (3) ROLE-PLAYING TO DEVELOP APPROPRIATE CLASSROOM BEHAVIORS. THE SECOND AND THIRD GROUPS SHOWED THE GREATEST IMPROVEMENT, ALTHOUGH ALL GROUPS SHOWED SIGNIFICANT IMPROVEMENT IN CLASSROOM BEHAVIOR. THE FINAL PHASE OF THE PROGRAM INVOLVED FINDING, TRAINING, AND AWARDING POINTS TO YOUNG PEOPLE FROM THE COMMUNITY TO TAKE OVER THE JOBS HELD BY THE COLLEGE STUDENTS, AND LOCATING ADULTS INTERESTED IN PARTICIPATING. BY THE END OF 1974, THE PROJECT WAS COMMUNITY SUPPORTED. EACH PHASE OF THE PROGRAM IS DOCUMENTED WITH TABLES AND STUDY DATA. REFERENCES ARE APPENDED. (GLR)