This manuscript describes a research project designed to examine the relative effectiveness of a two non-function-based interventions (differential reinforcement of other behavior and self- monitoring) for decreasing problem behavior in a general education classroom for three students whose problem behaviors were hypothesized to be functionally related to peer attention. When examined with three typically developing students engaging in high frequency problem behaviors, results indicated that both non-function based interventions decreased problem behavior similarly. (Contains 5 tables and 2 figures.)