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The use of a token system in project Head Start
1University of Kansas.
Journal of Applied Behavior Analysis
|October 1, 1970
Summary
This study shows a token system effectively teaches handwriting to preschoolers. Children earned tokens for correct responses, which they exchanged for desired activities, improving both writing skills and classroom behavior.
Area of Science:
- Educational Psychology
- Behavioral Science
Background:
- Early childhood education requires effective methods for foundational skills.
- Head Start programs aim to prepare children for formal schooling.
Purpose of the Study:
- To develop and evaluate a practical token system for teaching handwriting to preschoolers.
- To assess the impact of contingent reinforcement on writing acquisition.
Main Methods:
- A token reinforcement system was implemented in a Head Start classroom.
- Children earned tokens for correct handwriting responses.
- Tokens were exchanged for access to preferred activities and snacks.
Main Results:
- Handwriting responding was maintained when reinforcement was contingent on performance.
- Responding ceased when reinforcement was no longer contingent.
- Unanticipated benefits included improved vocabulary, instruction following, positive school attitudes, and cooperative play.
Conclusions:
- Token reinforcement systems are effective for teaching early handwriting skills.
- This method yields additional positive developmental outcomes in young children.
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