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Journal List > J Appl Behav Anal > v.2(1); Spring 1969

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J Appl Behav Anal. 1969 Spring; 2(1): 3–13.
doi: 10.1901/jaba.1969.2-3.
PMCID: PMC1311029
Copyright notice
A token reinforcement program in a public school: a replication and systematic analysis1
K. D. O'Leary, W. C. Becker, M. B. Evans, and R. A. Saudargas
State University of New York at Stony Brook
University of Illinois
Florida State University
1Portions of this paper were presented to the American Psychological Association, September, 1968, San Francisco, California. This research was supported primarily by Research Grant HD 00881-05 to Wesley C. Becker from the National Institutes of Health and secondarily by a Biomedical Science Grant 31-8200 to K. Daniel O'Leary from the State University of New York at Stony Brook. The authors are grateful to Nancy Brown, Connie Dockterman, Pearl Dorfmann, Jeanne Kappauf, Margery Lewy, Stanley Madsen, and Darlene Zientarski who were the major observers in this study. Appreciation for support of this study is expressed to Dr. Lowell Johnson, Director of Instruction, Urbana Public Schools, and to Mr. Richard Sturgeon, elementary school principal. The greatest thanks goes to Mrs. Linda Alsberg, the teacher who executed the Token Reinforcement Program and tolerated the presence of observers both morning and afternoon for eight months. Her patience and self-control during the Praise and Withdrawal Phases of the program were especially appreciated. Reprints may be obtained from K. Daniel O'Leary, Dept. of Psychology, State University of New York at Stony Brook, Stony Brook, N.Y. 11790.
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Abstract
A base rate of disruptive behavior was obtained for seven children in a second-grade class of 21 children. Rules, Educational Structure, and Praising Appropriate Behavior while Ignoring Disruptive Behavior were introduced successively; none of these procedures consistently reduced disruptive behavior. However, a combination of Rules, Educational Structure, and Praise and Ignoring nearly eliminated disruptive behavior of one child. When the Token Reinforcement Program was introduced, the frequency of disruptive behavior declined in five of the six remaining children. Withdrawal of the Token Reinforcement Program increased disruptive behavior in these five children, and reinstatement of the Token Reinforcement Program reduced disruptive behavior in four of these five. Follow-up data indicated that the teacher was able to transfer control from the token and back-up reinforcers to the reinforcers existing within the educational setting, such as stars and occasional pieces of candy. Improvements in academic achievement during the year may have been related to the Token Program, and attendance records appeared to be enhanced during the Token phases. The Token Program was utilized only in the afternoon, and the data did not indicate any generalization of appropriate behavior from the afternoon to the morning.
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Selected References
These references are in PubMed. This may not be the complete list of references from this article.
  • ALLEN KE, HART B, BUELL JS, HARRIS FR, WOLF MM. EFFECTS OF SOCIAL REINFORCEMENT ON ISOLATE BEHAVIOR OF A NURSERY SCHOOL CHILD. Child Dev. 1964 Jun;35:511–518. [PubMed]
  • AYLLON T, AZRIN NH. REINFORCEMENT AND INSTRUCTIONS WITH MENTAL PATIENTS. J Exp Anal Behav. 1964 Jul;7:327–331. [PubMed]
  • Hall R Vance, Lund Diane, Jackson Deloris. Effects of teacher attention on study behavior. J Appl Behav Anal. 1968 Spring;1(1):1–12. [PubMed]
  • LEVITT EE. PSYCHOTHERAPY WITH CHILDREN: A FURTHER EVALUATION. Behav Res Ther. 1963 May;1:45–51. [PubMed]
  • O'Leary KD, Becker WC. Behavior modification of an adjustment class: a token reinforcement program. Except Child. 1967 May;33(9):637–642. [PubMed]
  • Quay HC, Werry JS, McQueen M, Sprague RL. Remediation of the conduct problem child in the special class setting. Except Child. 1966 Apr;32(8):509–515. [PubMed]
  • Wolf MM, Giles DK, Hall RV. Experiments with token reinforcement in a remedial classroom. Behav Res Ther. 1968 Feb;6(1):51–64. [PubMed]
  • Zimmerman EH, Zimmerman J. The alteration of behavior in a special classroom situation. J Exp Anal Behav. 1962 Jan;5(1):59–60. [PubMed]
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