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Behavior and Achievement Relationships with Emotionally Disturbed Children: An Applied Study.
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Gaughan, Edward; Axelrod, Saul – Psychology in the Schools, 1989
Examined relationship between on-task behaviors and standardized achievement among emotionally disturbed or behavior disordered students. Forty emotionally disturbed or behavior disordered elementary school students participated in token economy for one academic year. Noted minimal pre-post achievement gains and high level of on-task behavior; no…
Descriptors: Academic Achievement, Behavior Disorders, Behavior Modification, Elementary Education
The Effects of Token Reinforcement versus Cognitive Behavior Modification on Learning-Disabled Students' Math Skills.
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Ross, Peter A.; Braden, Jeffrey P. – Psychology in the Schools, 1991
Compared effects of token reinforcement, cognitive behavior modification, and direct instruction on learning-disabled elementary school students' mathematics skills. Treatment was provided to 94 students for 4 weeks in daily 1-hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores…
Descriptors: Behavior Modification, Cognitive Restructuring, Counseling Techniques, Elementary Education
Using a Whole-Class Token Economy and Coaching of Teacher Skills in a Preschool Classroom to Manage Disruptive Behavior
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Filcheck, Holly A.; McNeil, Cheryl B.; Greco, Laurie A.; Bernard, Rebecca S. – Psychology in the Schools, 2004
The Level System is a whole-classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC' treatment comparison design with follow-up, this study evaluated the effectiveness of the Level System in a preschool…
Descriptors: Behavior Problems, Rewards, Interaction, Token Economy
Increasing Word Recognition and Math Ability in a Severely Learning-Disabled Student with Token Reinforcers.
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Pavchinski, Peter; And Others – Psychology in the Schools, 1989
In a two-part experiment, a severely learning-disabled youth was treated for lack of reading and math skills using token reinforcers for correct responses. The subject reached a 90 percent correct response rate following implementation of experimental design. Part two produced a 100 percent achievement level for the most difficult math items.…
Descriptors: Change Strategies, Grade 4, Intermediate Grades, Learning Disabilities