Behaviorally-designed educational programs are often based on a research tradition that is not widely understood by potential users of the programs. Though the data may be sound and the prediction of outcomes for individual learners quite good, those advocating adoption of behaviorally-designed educational programs may need to do more in order to…

Token economies have a long research and applied history within clinical settings and classroom education (Kazdin, 1982). However, despite reported successes in improving physical activity behaviors (Alstot, 2012), research examining token reinforcement implemented specifically in physical education is virtually nonexistent. Therefore, the purpose…

When 180 children were given candy to share with others following one of three conditions for learning to share (demonstration, induction, and control groups), they showed increased sharing behaviors under the conditions of behavior example and induction, especially and significantly with induction. Sharing also increased as resources increased.…

We tested the effect of a Rotated Protocol Immersion package on the emergence of observing responses as prerequisites for more complex verbal developmental capabilities. Three elementary aged students between the ages of 6 and 7 participated. They were diagnosed with autism spectrum disabilities. The treatment condition consisted of total…

Provides results consistent with a model of social cognition. Emphasizes the relative saliency of situational factors relating to deservedness in the sharing situation. (Author/RL)

The purpose of the present investigation was to extend the research related to the possible negative side effects of extrinsic reinforcement on children's compliant behavior, particularly the overjustification effect. Specifically, this study examined the effects of a token reinforcement procedure in a naturalistic environment (third grade…

Significant results favor positive reinforcement and high win ratio in producing shorter average times to complete a response. The 80 first- and third-grade subjects exhibited a preference for continuing the task under the positive reinforcement condition. (RL)