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Effects of Token Manipulation on Responding within a Token Economy Implemented with Children with Autism
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Sleiman, Andressa A.; Betz, Alison M.; Rey, Catalina N.; Blackman, Abigail L. – Education and Treatment of Children, 2020
Token economies are an effective behavior-management tool used across multiple populations and settings. However, researchers have shown that several variables may impact its effectiveness (Hackenberg 2009, 2018). One variable within a token economy that has not been thoroughly studied is token manipulation or the extent to which the learner…
Descriptors: Autism, Pervasive Developmental Disorders, Token Economy, Behavior Modification
An Evaluation of a Treatment Package Consisting of Discrimination Training and Differential Reinforcement with Response Cost and a Social Story on Vocal Stereotypy for a Preschooler with Autism in a Preschool Classroom
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Laprime, Amanda P.; Dittrich, Gretchen A. – Education and Treatment of Children, 2014
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…
Descriptors: Program Evaluation, Program Effectiveness, Story Telling, Reinforcement
Decreasing the Inattentive Behavior of Jordanian Children: A Group Experiment
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Zaghlawan, Hasan Y.; Ostrosky, Michaelene M.; Al-Khateeb, Jamal M. – Education and Treatment of Children, 2007
The present study investigated the efficacy of using response cost paired with Differential Reinforcement of Incompatible Behavior (DRI) to manage the inattentive behavior of 30 students attending third and fourth grade in Jordan. A pretest-posttest control group design was employed to evaluate the efficacy of response cost and DRI. Results showed…
Descriptors: Experimental Groups, Control Groups, Attention Deficit Disorders, Foreign Countries
Increased Response Rate in Special Education Children Following an Abrupt Reduction in Time Limit in the Absence of a Token Economy.
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Van Houten, Ron; Little, Greg – Education and Treatment of Children, 1982
The accuracy and rate of correctly completed math problems increased when three educable retarded adolescents were required to do the assignment in a shorter than usual period of time. Findings differed from previous studies which revealed that abrupt shifts produce a decline in response rate and undesirable emotional side effects. (Author/CL)
Descriptors: Adolescents, Mathematics, Mild Mental Retardation, Performance Factors
The Effects of a Token Economy Employing Instructional Consequences for a Third-Grade Student with Learning Disabilities: A Data-based Case Study.
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Higgins, James William; Williams, Randy Lee; McLaughlin, T. F. – Education and Treatment of Children, 2001
This study evaluated use of a token reinforcement program to reduce three inappropriate behaviors of an elementary student with learning disabilities. Results indicated that awarding tokens for the absence of the target behaviors was effective. Practical aspects of the token program, as well as difficulties of employing data collection in an…
Descriptors: Action Research, Behavior Modification, Case Studies, Elementary Education
Effects of Tokens on Response Latency of Students with Hearing Impairments in a Resource Room.
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Buisson, Gerald J.; And Others – Education and Treatment of Children, 1995
Two elementary boys in a deaf education resource room who did not complete a writing assignment within the allotted time were subsequently given tokens contingent upon their starting promptly. The use of tokens was effective in reducing response latency. (Author/PB)
Descriptors: Behavior Modification, Contingency Management, Elementary Education, Hearing Impairments
Generalization of Social Skills Intervention for Preschoolers with Social Delays.
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Storey, Keith; And Others – Education and Treatment of Children, 1994
An individualized, on-site consultation model was used to instruct four classroom aides in teaching social interaction skills to five young children with social delays and 10 nondelayed peers. Increased levels of social interaction were found during training with triads of students, but generalization did not occur until a token system was…
Descriptors: Basic Skills, Behavior Change, Consultation Programs, Developmental Delays