This Master's degree project developed a program for decreasing disruptive student behavior in order to increase the amount of on-task time in the classroom. Types and occurrences of disruptive behavior were documented over a 6-week period in two classrooms at each of two junior high schools (grades 6-8) in Illinois. Analysis of the data revealed that students' inability to act appropriately in a the classroom may be due to a decline of the family structure, to the adolescent development process, and to a lack of motivating lessons. Instructional response to these possible causes had not improved student motivation. Reviews of curricula and instruction revealed an overemphasis on teacher-directed instruction and a lack of student interaction during lessons. An analysis of the classroom setting, combined with strategies suggested by a literature review resulted in an action plan for intervention: (1) teaching of group skills for use in cooperative problem-solving activities; (2) development of of activity-based lessons; and (3) organization of base groups to foster a sense of community within the classroom. Post-intervention data indicated a decreased number of disruptive behaviors in one school, and a minimal effect on behavior in the other school. (Contains 26 references. Thirty-one appendices include record forms, letters, assignments, and worksheets.) (TM)