The evolution of a token economy in a Residential School for Maladjusted Junior Boys

Abstract

Chelfham Mill School, Barnstaple, Devon, is a residential school designed on behavioural principles. (Burland, 1976). It is an independent residential school for 46 maladjusted boys aged 7–12 years with I.Q. range 70–95. The boys are referred through child guidance clinics and maintained by local education authorities. The staff consists of an educational psychologist, headteacher, deputy headteacher, social worker, 5 assistant teachers and 9 residential therapists. They have all been trained to use behaviour modification techniques and many of the staff have built up considerable practical expertise since the school was established in 1966.