The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus…

Early elementary inclusive classrooms present teachers with demanding responsibilities. The wide range of student backgrounds, ability levels, and previous school experiences require a well-managed classroom that maximizes instructional time. Teachers reported spending more time addressing disruptive behaviors than they thought they should. One…

The purpose of the study was to evaluate the use of a treatment package comprised of a social story, discrimination training, and differential reinforcement with response cost on the vocal stereotypy of one preschooler diagnosed with an autism spectrum disorder. The study took place in a preschool classroom of a public school and was implemented…

The authors utilized Applied Behavior Analysis to examine the effects of using tokens with response cost (the Checkbook Management System) on decreasing the inappropriate speaking-out behaviors of a 14-year-old special education student. After functional behavior analysis indicated that the most likely function of the behavior was attention…

A creative writing program using a token reinforcement approach for six 10- to 12-year-old students with learning and behavior problems resulted in increased output of written words, reduced spelling errors, and improved composition quality. (CL)

Two kindergarten boys with behavior problems were given "happy faces" at the beginning of each period, which were removed contingent on inappropriate behavior. Retention of a number of "happy faces" earned a large "happy face," redeemable for privileges at home. Low rates of inappropriate behavior were observed while the system was in effect.…

The following stages in planning a token economy with students having behavior problems are discussed: (1) identifying target behaviors; (2) specifying and selecting reinforcers; (3) identifying token types and schedules; (4) planning token distribution and redemption; (5) initiating and implementing the token economy system; and (6) planning…

Results of a study of five subjects (ages 7-9) in a multicategorical resource room employing a token economy indicated that the addition of a daily review of classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction of instances of disruptive "talkout." (Author/JW)

Joint teacher and student development of a contingency management plan to help control disruptive behavior was explored with a class of 13 mildly mentally retarded elementary school children after several less extensive teacher directed contingencies were unsuccessful. All students in the self contained classroom had extensive school histories of…

This practicum was designed to reduce the frequency of disruption occurring in a class of emotionally disturbed students, aged 6-10. Objectives were to have the students remain on task and attentive to teacher instruction during 80 percent of a morning classroom session and to reduce the need for crisis intervention outside the classroom. Three…

Outlined are behavior management strategies for emotionally disturbed students who are partially mainstreamed. Appropriate behavior outside the classroom earns the child stamps. Inappropriate behavior inside the classroom results in warnings, penalty points, and time-out. On-task behavior is also rewarded with stamps, which may be accumulated for…

This paper reports on the application of a token economy approach to increase on-task behavior and decrease inappropriate "call-outs" of nine seventh and eighth grade Caucasian male students in a self-containted emotional support classroom. The program included a behavioral contract, token economy "bucks" kept in a classroom bank, and a list of 12…