This practicum report describes a 15-day in-room suspension strategy designed to reduce the increasing number of principal-initiated student suspensions resulting from inappropriate conduct. The program's distinguishing features entailed a central figure who predetermined the candidates by means of a pre-suspension interview, parental-student involvement and choice, and the student's motivation for avoiding an impending principal's suspension. A contingency contract delineated the conditions that necessitated pupil isolation, while promoting structure and a guidance curriculum that featured communication skills. It also introduced, through a point system, a behavioral modification strategy that conceivably reduced the duration of the in-room suspense from an unprecedented 15 school days to 10 days. The program was rehabilitative rather than punitive in design. Analysis of the program data revealed an impressive improvement among those in need of academic structure and a minimal effectiveness among reluctant participants. An accomplished teacher-in-charge, parental involvement, and continual intercommunication contributed to the program's success. The report's 11 appendices contain: (1) the program proposal; (2) the contingency contract; (3) an explanation of the point system; (4) an anecdotal or point system form; (5) an evaluation summary of the assignee; (6) the questionnaire, key, and results to the pretest-posttest sample of attitudes; (7) the teachers' survey and results analyzing attitudes of the IRS-RISC participants; (8) a student-parent interview critique; (9) the modified contingency contract; (10) the student progress sheet; and (11) the assignment format. Contains 60 references. (TJQ)