Effects of Teacher Attention and a Token Reinforcement System in a Junior High School Special Education Class-Reference-Cited by-同舟云学术

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

Published:1970-01 Issue:5 Volume:36 Page:341-349
ISSN:0014-4029
Container-title:Exceptional Children
language:en
Short-container-title:Exceptional Children

Author:

Broden Marcia¹,Hall R. Vance²,Dunlap Ann³,Clark Robert³

Affiliation:

1. Bureau of Child Research, University of Kansas, Lawrence;

2. Bureau of Child Research, and University of Kansas, Lawrence, and Juniper Gardens Children's Project, Kansas City

3. Bonner Springs Junior High School, Bonner Springs, Kansas

Abstract

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 Reinforcement of appropriate behaviors was withdrawn during short reversals producing lowered study rates.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.

Publisher

SAGE Publications

Subject

Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/001440297003600505

Reference12 articles.

1. Classroom behavior of retarded pupils with token reinforcement

2. Behavior changes in brain-injured children through social reinforcement

3. EFFECTS OF TEACHER ATTENTION ON STUDY BEHAVIOR1

4. Instructing beginning teachers in reinforcement procedures which improve classroom control12

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