摘要:

Effects of three experimental and one control strategy were investigated in facilitating generalization and maintenance of treatment effects after two months in a token‐economy classroom. At the conclusion of treatment, subjects were randomly assigned to one of three maintenance strategies or a control group and returned to their regular classrooms. The maintenance strategies were peer reprogramming, equating stimulus conditions between the experimental and regular classrooms, and teacher training in behavior management techniques. The maintenance strategies were implemented in the regular classroom for a two‐month period and then terminated. Results indicated a powerful treatment effect produced by the token economy. Behavior maintenance effects following treatment were also obtained. The mean per cent appropriate behavior for the peer reprogramming and equating stimulus conditions strategies was significantly greater than the mean for the control subjects. The teacher training and control group means were not significantly differ

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-209

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

In a large day‐care center, measures of group participation were used to compare how much of a child's time is lost from planned activities during the daily transition from lunch, through the bathroom and dressing areas, to the nap area. Participation measures were taken using the “Zone” and “Man‐to‐Man” staffing procedures, two typical methods for dividing responsibility among teaching staff. In the “Zone” procedure, each teacher was assigned responsibility for a particular area, and for all children who passed through that area. In the “Man‐to‐Man” procedure, each teacher was assigned responsibility for shepherding a group of designated children through all activity areas during each transition. The Lunch‐to‐Nap transition using the Zone staffing assignment was accomplished with a smaller decrease in child participation in planned activities than the transition utilizing the Man‐to‐Man procedure. Thus, other things being equal, it is recommended that the Zone procedure be used in group‐care programs with more than one staff member, with each teacher being responsible for specific activity a

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-225

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

A series of three experiments was performed in a classroom setting with small groups of young children with severe articulation problems. Variations on a basic token reinforcement procedure were demonstrated in each experiment. A combined multiple baseline/reversal design showed effective experimenter control of rates of correct and incorrect consonant sound articulation in all cases. In addition, the data in each experiment showed the problems of obtaining stimulus generalization of the high rates of correct articulation to non‐training settings. The third experiment demonstrated a procedure for producing such generalization by making each child a discriminative stimulus for correct articulaton by the other child, thus maintaining high levels of correct articulation for each child when in the presence of the othe

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-233

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Prior research with token reinforcement in the psychiatric population has been directed at work adjustment, more than at major symptomatic behaviors. The purpose of the present research, on the other hand, was to investigate the effects of feedback and token reinforcement on the modification of delusional verbal behavior in chronic psychotics. Six male and four female paranoid schizophrenic patients participated in the study. The results indicated that the effects of feedback were effective about half the time in reducing percentage delusional talk, but in at least three cases produced adverse reactions. Token reinforcement, however, showed more consistency and reduced the percentage of delusional verbal behavior in seven of the nine subjects exposed to this procedure. The effects of both feedback and token reinforcement were quite specific to the environment in which they were applied and showed little generalization to other situations. It would appear that using token reinforcement can reduce the percentage delusional speech of chronic paranoid schizophrenics.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-247

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

An inexpensive, easily managed token economy was used in a normal classroom for one academic year, and data were collected for the entire academic performance in spelling, language, handwriting, and math for that year. During a baseline period, assignment completion was variable. The introduction of a token economy with a point exchange every five days increased assignment completion and decreased variability of performance. An application of a token economy that had a point exchange averaging four days was accompanied by an assignment completion rate that approximated 100%. A reinforcement contingency for which quiet behavior rather than for assignment completion was eased quiet behavior was accompanied by a marked diminution of assignment completion. A reintroduction of the token reinforcement for assignment completion system increased assignment completion again.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-263

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

A group of mildly retarded adolescents with high rates of antisocial behavior was exposed to two parameters of timeout and response cost within the context of a programmed environment. For five of the six subjects, the two higher values (30 tokens response cost or 30 min timeout) were significantly more suppressive than the lower values (five tokens or 5 min). For the one remaining subject, there was a strong relationship in the opposite direction. Also, the timeout and response cost of higher value became increasingly more suppressive over time, whereas those of lower value did not. There were few appreciable differences between the timeout and response cost of similar magnitude. A discussion of these results is presented in support of the notion that the functional aversiveness of timeouts (and response costs) appears to be critically dependent upon interactions with the environmental conditions in which they are implemented and the reinforcement histories of the subjects.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-271

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Both a small course section and a large course section were taught with methods that involved breaking material down into weekly units that had to be mastered by students as indicated by weekly tests. Attendance at lectures was voluntary and students were not tested on lecture material. In a system in which a student could receive only an A or an F for a course grade, less than 2% of the students receiving credit failed to master all material and received Fs. Students in the large course performed better on weekly tests and received fewer Fs than their counterparts in the small course, even though they rated their experience less favorably. Within the large course, the methods of tutorial interview, group discussion, and written assignment were compared in terms of their effectiveness in preparing students for weekly tests. Tutorials and written assignments were superior to group discussions in this regard. Students rated the effectiveness and enjoyability of these three methods in the reverse order from their actual effectiveness for test preparation. Some consequences of lack of congruity between attitude measures and performance measures were discussed.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-283

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Sixteen pupils in a psychiatric hospital were assigned to two tutorial reading classes and balanced on six pupil characteristics and teacher preferences for the children. The effects of reward and cost procedures in a token program were assessed using both within‐ and between‐subject comparisons in the following phases: (1) Baseline; (2) Token I, teacher evaluated and reinforced children for appropriate behavior; (3) Withdrawal of Tokens; (4) Token II, same as Token I; (5) Token III, same as Token I and II, but switched order of class meeting time; and (6) Self‐Evaluation, students rated their own behavior and received prizes based on their rating, rather than the teacher's rating. The token program was markedly successful in reducing disruptive behavior and in increasing reading skills in both the Reward and Cost Classes, but there were no significant differences in the effects of the rewardversusthe cost procedure. While cost may be seen as a punishment procedure, there were no adverse side effects observed in the Cost Class at any time when the token program was in effect. The order of the classes was unrelated to the level of disruptive behavior or academic progress. The Self‐Evaluative Phase, in which the students rated their own behavior, was included as an alternative to the abrupt withdrawal of tokens. In this phase, disruptive behavior remained at the previous lo

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-293

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

Comparisons were made between reading programs that involved superimposition of correlated pictoral and printed stimuli, fading of the pictoral stimuli, and overt observing (touching) responses. Nursery school children aged 4 to 5.8 yr learned and retained oral reading behavior better when fading was used; observing responses had no effect.

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-311

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY

摘要:

This experiment studied the effect on intelligence test scores of a probable reinforcer given for correct responses. Eleven pairs of 5‐ to 7‐yr‐old children were matched on the basis of a strong liking of candy, no physical problems associated with eating it, parent permission to receive and eat the candy, age, sex, and a revised Stanford‐Binet Scale Form L IQ score. The control group was given the revised Stanford‐Binet Scale Form M, as prescribed in the test manual. The experimental group was also given Form M according to the manual, except M&M candy was given for each plus or correct response. There was an appreciable, statistically significant difference between the resulting IQ test scores of the t

ISSN:0021-8855    

DOI:10.1901/jaba.1972.5-317

出版商:Blackwell Publishing Ltd    

年代:1972

数据来源: WILEY