Use of a Token Reinforcement System to Promote Appropriate Behavior at a Pediatric Burn Summer Camp

2002 ◽  
Vol 23 (4) ◽  
pp. 297-304
Author(s):  
C. D. Adams ◽  
P. A. Girolami ◽  
K. E. Joseph ◽  
S. A. Sauvageot ◽  
H. Slater
Keyword(s):  
Summer Camp ◽  
Token Reinforcement ◽  
Reinforcement System ◽  
Appropriate Behavior

Effects of Teacher Attention and a Token Reinforcement System in a Junior High School Special Education Class

1970 ◽  
Vol 36 (5) ◽  
pp. 341-349 ◽  
Author(s):  
Marcia Broden ◽  
R. Vance Hall ◽  
Ann Dunlap ◽  
Robert Clark
Keyword(s):  
High School ◽  
Special Education ◽  
Junior High School ◽  
Junior High ◽  
Baseline Period ◽  
Point System ◽  
Token Reinforcement ◽  
Reinforcement System ◽  
Teacher Attention ◽  
Education Class

Teacher attention and a token reinforcement system were used to bring about control in a disruptive junior high school special education classroom. Individual and group study levels were recorded during a baseline period. Subsequent experimental periods employing teacher attention and/or a token point system increased study levels and decreased disruptive behaviors of class members. Reinforcement of appropriate behaviors was withdrawn during short reversals producing lowered study rates. Reinstatement of contingencies again resulted in increased study levels.

Behavior Modification of an Adjustment Class: A Token Reinforcement Program

1967 ◽  
Vol 33 (9) ◽  
pp. 637-642 ◽  
Author(s):  
K. Daniel O'leary ◽  
Wesley C. Becker
Keyword(s):  
Behavior Modification ◽  
Deviant Behavior ◽  
Base Rate ◽  
Anecdotal Evidence ◽  
Token Reinforcement ◽  
Appropriate Behavior ◽  
Class A ◽  
Delay Of Reinforcement ◽  
Reinforcement Program ◽  
Disruptive Children

A base rate of deviant behavior was obtained for the eight most disruptive children in a third grade adjustment class. In a token reinforcement program, the children received teacher's ratings which were exchangeable for reinforcers such as candy and trinkets. With the introduction of the token reinforcement program, an abrupt reduction in deviant behavior occurred. Delay of reinforcement was gradually increased to four days without increase in deviant behavior. The program was equally successful for all children observed, and anecdotal evidence suggests that the children's appropriate behavior generalized to other school situations.

Effects of Contingent and Noncontingent Token Reinforcement upon Classroom Performance

1970 ◽  
Vol 27 (3) ◽  
pp. 903-908 ◽  
Author(s):  
Henry C. Rickard ◽  
Carl B. Clements ◽  
Jerry W. Willis
Keyword(s):  
Summer Camp ◽  
Baseline Period ◽  
Achievement Test ◽  
Programmed Instruction ◽  
Contingent Reinforcement ◽  
Classroom Performance ◽  
Token Reinforcement ◽  
Academic Gains ◽  
Incentive Program

5 boys attending a therapeutic summer camp were exposed to 1 ½ hr. of programmed instruction in mathematics per day for 28 days. Following an 8-day baseline period during which no tokens were given, the awarding of tokens was made contingent upon classroom productivity. After 10 days of contingent reinforcement, Ss received noncontingent tokens for 3 days after which for 7 days tokens were again contingent upon classroom performance. The token-incentive program was effective in controlling classroom productivity. A standard achievement test indicated concurrent academic gains in arithmetic but no gains (actually, a loss) in a subject (language) in which no instruction was received.

Sign in / Sign up

Export Citation Format

Share Document