The aim of this project was to evaluate the Contingencies for Learning Academic and Social Skills (CLASS) programme in four New Zealand classrooms. Four students with antisocial behaviour were nominated by their teachers to take part in an intervention that included differential attention, increased praise and rewards. Direct observations were made of compliance to teacher instructions, on-task behaviour, teacher praise and teacher instructions. Results indicated that on-task behaviour and compliance to teacher instructions increased during the intervention phase and was maintained during the follow-up. Teachers were also able to increase their rate of praise per hour during the intervention phase and their praise rate remained greater at follow-up than during the baseline phase. In the absence of pre-service and in-service behaviour management training for teachers, the CLASS programme proved to be a useful tool to assist teachers who have to work with children with high rates of antisocial behaviour.