To date, however, much of the reported research in these two areas consists of uncontrolled case histories and anecdotal reports. This report describes a multiple baseline analysis across three delinquent youths of a paradoxical intervention combining the use of reframing as a means of enhancing opposition to therapeutic directives and the paradoxical prescription of problematic behavior after more traditional behavioral intervention efforts had failed to induce change. The results indicate that the intervention effort produced significant improvements in the clients' school attendance and academic performance and that these improvements were sustained through the subsequent reinforcement of the newly emitted appropriate behavior. Considerations in the use of reframing and paradoxical instruction are discussed. (Publisher abstract)