The Establishment and Decline of a Token Reinforcement Program with Three Emotionally Disturbed Pre-school Children

The facilitation of optimum learning in the classroom is a major goal of conscientious educators. However, some children seem unable to profit from routine classroom practices. Teachers and administrators are constantly seeking new ways by which children with academic problems may be encouraged to find success in learning.

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MMPI Characteristics of Mothers of Pre-School Children Who are Emotionally Disturbed or Have Behavior Problems

Psychological Reports ◽

10.2466/pr0.1974.34.3c.1159 ◽

1974 ◽

Vol 34 (3_suppl) ◽

pp. 1159-1162 ◽

Cited By ~ 2

Author(s):

Ronald J. Friedman

Keyword(s):

Behavior Problems ◽

School Children ◽

Emotionally Disturbed ◽

Deviant Behavior ◽

Emotional Problems ◽

Causative Factor ◽

Control Group ◽

Clinical Scales ◽

Problem Child ◽

Psychopathic Deviate

This study compared MMPI profiles of mothers of pre-school children who are emotionally disturbed and have behavior problems with those of a control group. Mothers of children with emotional problems had significantly higher scores on five clinical scales when compared with control mothers as expected: Depression ( D), Psychopathic Deviate ( Pd), Psychasthenia ( Pt), Schizophrenia ( Sc), and Hypomania ( Ma). Mothers of children with behavior problems differed from controls only on the Hypomania ( Ma) scale. The significance of these results is discussed in terms of their contribution to the resolution of the question as to whether or not maternal maladjustment is a causative factor in deviant behavior in children or simply a reaction to a problem child.

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The Timer-Game: A Variable Interval Contingency for the Management of Out-of-Seat Behavior

Council review ◽

10.1177/001440297003700204 ◽

1970 ◽

Vol 37 (2) ◽

pp. 113-117 ◽

Cited By ~ 31

Author(s):

Montrose M. Wolf ◽

Edward L. Hanley ◽

Louise A. King ◽

Joseph Lachowicz ◽

David K. Giles

Keyword(s):

Elementary School ◽

School Children ◽

Elementary School Children ◽

Variable Interval ◽

Effective Procedure ◽

Token Reinforcement ◽

Peer Reinforcement

The timer-game was demonstrated to be a practical and effective procedure for managing the out-of-seat behavior of elementary school children in a remedial classroom. The timer-game allowed the students to earn token reinforcement by being in their seats whenever the bell of a kitchen timer rang. The bell rang about once every 20 minutes. In a second experiment, peer reinforcement was applied in conjunction with the timer-game to manage one student's out-of-seat behavior.

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Behavior Modification of an Adjustment Class: A Token Reinforcement Program

Council review ◽

10.1177/001440296703300905 ◽

1967 ◽

Vol 33 (9) ◽

pp. 637-642 ◽

Cited By ~ 120

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.

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