This practicum report describes a 12-week project to decrease truancy and improve motivation and academic performance of three students (ages 12 to 18) hospitalized with severe emotional disturbances. A visible and powerful reward system using a menu strategy was developed and implemented in which students participated daily in establishing goals and reinforcers while moving toward increasingly intrinsic motivation. The project also involved a whole language approach to reading, a critical thinking instructional program, and development of a therapeutic bond with at least one teacher. Measurement of reading skills, attendance records, and students' verbal reports were used to evaluate academic achievement, improved attendance, and changed attitudes and behavioral patterns. The constantly visible menu showed goals and rewards on a daily, weekly, and monthly basis. Additionally, each week focused on a different area, including assessment and orientation, goal setting, self motivation, frustration management, oral language, written expression, reading comprehension, reading for pleasure, self-expression, daily living skills, self-discovery, and evaluation/closure. All students increased attendance notably, improved their reading skills substantially, and appeared to improve their critical thinking skills and attitudes. (Contains 29 references.) (DB)