Background: In the present study, a baseline, treatment, and a follow-up research design was used to treat two boys, who were diagnosed as having ADHD. They were trained to reduce problematic behavior in the classroom using a mobile wireless communication system combined with receiving rewards for reducing the problematic behavior. Method: A baseline-score of the following behavioral domains were assessed: Disturbance, it was defined as verbal and physical outbursts toward other students; Movement, it was defined as restless behavior of standing up or turning around without permission; and Speaking, it was defined as any speaking without the permission of the teacher. Training was conducted, during six sessions, by sending an auditory prompt through a wireless device to signal that a problematic behavior was taking place and that an appropriate behavior should be performed instead. Rewards were given for success in reducing these problematic behaviors. Following the training, of six sessions, another set of six observing sessions were given to assess the changes in the three observed behavioral domains. Three weeks later, a follow-up was performed to assess the maintenance of the acquired behavior. Results: The results showed a clear reduction in problematic behaviors from pre-training to post-training periods. A slight increase in these behaviors in the follow-up period did not impair the overall reduction in the problematic behaviors. Conclusions: The results allowed the researchers to conclude that an auditory prompt given through a mobile wireless communication system combined with a reward system, can provide an effective procedure in reducing the problematic behavior of children diagnosed as having ADHD in the classroom. The data for this study was conducted, and data was collected in 2010