Using differential reinforcement of low rates to reduce children's requests for teacher attention.

Matson et al. (2011) tested full-session DRL in a real classroom.

Kids who asked for the teacher too often earned a point only if their requests stayed under a set limit for the whole period.

The teacher watched normal lessons and counted each hand-up or call-out.

The DRL rule quickly cut help-seeking to the target level.

Teachers still answered when it mattered, so learning carried on.

Staff rated the plan easy and fair.

Matson et al. (2008) showed teacher-picked rewards work as well as fancy preference tests for math work.

The DRL study used the same teacher attention as the reward, proving you can both give and limit it.

Andrade et al. (2014) thinned tokens for adult walking and kept step counts high.

Both papers show you can stretch reinforcement without losing the behavior you want.

You can drop excessive hand-raising tomorrow by setting a daily limit and giving class points only when the class stays under it.

Start high, then shave the limit every two days.

Kids still get help, you talk less, and instruction flows.