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Showing 1 to 15 of 29 results Save | Export
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John M. Falligant; Brianna Laureano; Emily Chesbrough; Margaret M. Ruckle; Molly K. Bednar – Journal of Developmental and Physical Disabilities, 2023
Token reinforcement procedures are used to increase appropriate behavior (e.g., completion of instructional tasks) and decrease problem behavior (e.g., aggression) in a wide array of clinical contexts. Token exchange-production schedules, which specify the number of tokens that must be accrued to produce the exchange schedule, are important…
Descriptors: Behavior Problems, Reinforcement, Token Economy, Behavior Modification
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Ackerman, Kera B.; Samudre, Mark; Allday, R. Allan – TEACHING Exceptional Children, 2020
When a student exhibits challenging classroom behaviors that are resistant to traditional classroom management systems, his/her individualized education program (IEP) team conducts a functional behavior assessment (FBA). The FBA process is a series of assessments designed to identify the function of the student's behavior. This is done by…
Descriptors: Token Economy, Behavior Modification, Reinforcement, Student Behavior
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Lambert, Joseph M.; Parikh, Naomi; Stankiewicz, Kristen C.; Houchins-Juarez, Nealetta J.; Morales, Vivian A.; Sweeney, Erin M.; Milam, Molly E. – Journal of Autism and Developmental Disorders, 2019
Challenging behaviors involving food are common for individuals with Prader-Willi syndrome (PWS) and often lead to obesity and other chronic health conditions. Efforts to decrease these behaviors, such as isolation during meals and strict monitoring of food consumption, can be stigmatizing. To decrease the food stealing of a 7 year-old girl with…
Descriptors: Food, Behavior Problems, Genetic Disorders, Developmental Disabilities
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Silva, Erika; Wiskow, Katie M. – Journal of Applied Behavior Analysis, 2020
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…
Descriptors: Intervention, Behavior Problems, Behavior Modification, Stimuli
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Carnett, Amarie; Raulston, Tracy; Lang, Russell; Tostanoski, Amy; Lee, Allyson; Sigafoos, Jeff; Machalicek, Wendy – Journal of Behavioral Education, 2014
We compared the effects of a token economy intervention that either did or did not include the perseverative interests of a 7-year-old boy with autism. An alternating treatment design revealed that the perseverative interest-based tokens were more effective at decreasing challenging behavior and increasing on-task behavior than tokens absent the…
Descriptors: Token Economy, Intervention, Males, Young Children
Garcia, Eliana; Hoang, Dana – Online Submission, 2015
The use of positive reinforcement sometimes gets lost in translation because educators forget the importance of acknowledging good behaviors. We instinctively tend to punish and give consequences because we often forget the importance of preventing undesired behaviors from occurring in the first place. More efforts should be spent on maintaining…
Descriptors: Behavior Problems, Positive Reinforcement, Positive Behavior Supports, Token Economy
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Robacker, Cassie M.; Rivera, Christopher J.; Warren, Sandra H. – Intervention in School and Clinic, 2016
Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…
Descriptors: Behavior Problems, Positive Reinforcement, Positive Behavior Supports, Token Economy
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Wadsworth, Jamie P.; Hansen, Blake D.; Wills, Sarah B. – Remedial and Special Education, 2015
Noncompliance in three elementary age students with intellectual disabilities was assessed using functional behavioral assessments. Escape was identified as the primary function of the behavior in all three students, and access to tangible items was identified in one of the students as a secondary function. Teacher-monitoring and self-monitoring…
Descriptors: Compliance (Psychology), Behavior Problems, Mental Retardation, Functional Behavioral Assessment
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Parsonson, Barry S. – Kairaranga, 2012
This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. These include a number of antecedent strategies intended to help minimise the emergence of problematic behaviours and a range of those which provide positive consequences for appropriate student…
Descriptors: Evidence, Feedback (Response), Behavior Problems, Classroom Techniques
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Campbell, Amy; Anderson, Cynthia M. – Journal of Applied Behavior Analysis, 2011
Tier 2 interventions are implemented similarly across students and thus serve as an efficient and cost-effective method of behavior support in school settings. Check-in/check-out is a Tier 2 intervention with documented effectiveness (e.g., Hawken & Horner, 2003; Todd, Campbell, Meyer, & Horner, 2008). Key features of the intervention…
Descriptors: Feedback (Response), Behavior Problems, Student Behavior, Intervention
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Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark – Journal of Positive Behavior Interventions, 2011
The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C =…
Descriptors: Behavior Problems, Student Behavior, Intervention, Asperger Syndrome
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DuPaul, George J.; Weyandt, Lisa L.; Janusis, Grace M. – Theory Into Practice, 2011
School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD…
Descriptors: Attention Deficit Hyperactivity Disorder, School Psychologists, Academic Achievement, Ancillary School Services
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Smith-Fontenot, Martha; Siegel, Wendy Lowe – Journal of the American Academy of Special Education Professionals, 2007
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…
Descriptors: Token Economy, Special Education, Early Adolescents, Functional Behavioral Assessment
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Borrego, Joaquin, Jr.; Ibanez, Elizabeth S.; Spendlove, Stuart J.; Pemberton, Joy R. – Behavior Therapy, 2007
There is a void in the literature with regard to Hispanic parents' views about common interventions for children with behavior problems. The purpose of this study was to examine the treatment acceptability of child management techniques in a Mexican American sample. Parents' acculturation was also examined to determine if it would account for…
Descriptors: Behavior Problems, Mexican Americans, Acculturation, Token Economy
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Chen, Chiu-Wen; Ma, Hsen-Hsing – Behavior Analyst Today, 2007
The present study uses the PEM approach to synthesize the effectiveness of treatment on disruptive behaviors and simultaneously tests whether the higher validity of the PEM approach than that of the PND approach is repeatable. A hand search of the "Journal of Applied Behavior Analysis" was conducted, and reference lists from reviewed articles were…
Descriptors: Behavior Modification, Program Effectiveness, Effect Size, Token Economy
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