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The aim of this study was to evaluate the impact of a program of token economy, that is, positive reinforcement, associated to negative punishment, that is, response cost, on the “out of the task” behaviour of two adolescents diagnosed as suffering from Attention Deficit Hyperactivity Disorder (ADHD). The program involved presenting or removing points contingent to the emission of adequate or inadequate behaviour, respectively, considering the task at hand. The token economy system was carried out through the adoption of colourful individual cards numbered from one to 10 points. Points were also removed when the student showed at the present session an increased frequence of inadequate behaviour compared to the last session. When reaching 10 points, the cards were exchanged for the privilegies (positive reinforcers) previously negotiated between teacher and student. Statistical treatment was carried out through the use of Levene and Student t tests. The significance of the difference between means (p < 0.0001) revealed the efficacy of the intervention treatment on the behaviour of both participants. It was concluded that the merging effect of the positive reinforcement and negative punishment (= response cost) learning principles leads to the modification of classroom disruptive behaviours in children with ADHD

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&lt;b&gt;Sistema de economia de fichas associado ao custo da resposta aplicados aos comportamentos de sala de aula de adolescentes com transtorno de déficit de atenção e hiperatividade (TDAH)&lt;/b&gt;