This study evaluated the comparative effects of presession and interspersed attention on the academic achievement of an at-risk student in an inclusive fourth-grade classroom. Data indicated an increase in academic achievement during both presession and interspersed attention conditions. Additionally, data on disruptive behavior displayed as an average over session type including baseline, presession and interspersed phases as measured in two-minute intervals indicate both presession and interspersed attention phases are effective at decreasing disruptive behavior compared to the baseline phase. Additional implications for research and practice are discussed.