In making the transition to preschool, some children exhibit behaviors that demonstrate an inability to function independently during parts of the school day. One such behavior is clinging, or the need for unusually frequent physical contact with the teacher. This study evaluated the efficacy of a social skills package and Premack contingency (reinforcement of intervals of non-clinging and appropriate attention-requesting behaviors) to reduce inappropriate behaviors in one female, 4-year-old child. The social skills package was used to teach the child (along with the class as a whole) to engage in appropriate attention-seeking behaviors, while the Premack contingency was implemented to systematically increase the non-occurrence of inappropriate behavior. Compared to the baseline condition, in which the teacher routinely pleaded with the child to desist the behavior, implementation of the interventions dramatically decreased the occurrence of inappropriate clinging and attention-seeking. The frequency of appropriate attention-requesting behaviors increased for the individual child and for the class as a whole. (Contains eight references.) (EV)