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Maintenance of appropriate behavior in a token program.

K D O'Leary1, R S Drabman, R E Kass

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Summary
This summary is machine-generated.

A token reinforcement program effectively reduced disruptive behavior in special education resource rooms. This positive impact on children’s behavior persisted even after the program was withdrawn.

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Area of Science:

  • Behavioral Psychology
  • Special Education
  • Classroom Management

Background:

  • Disruptive behavior in children poses significant challenges in educational settings.
  • Resource rooms provide specialized support for students with behavioral difficulties.
  • Token reinforcement programs are a common behavioral intervention strategy.

Purpose of the Study:

  • To evaluate the effectiveness of a token reinforcement program in reducing disruptive behavior.
  • To assess the impact of the program in resource rooms and mainstream homerooms.
  • To examine behavior changes following the withdrawal of the token program.

Main Methods:

  • Implementation of a token reinforcement program in three resource rooms for 1 hour daily.
  • Use of free time in an activity area as the sole reinforcer.
  • Data collection through standard classroom observations and teacher ratings in both resource rooms and homerooms.
  • Withdrawal of the token program in one resource room to assess maintenance effects.

Main Results:

  • The token program significantly reduced disruptive behavior in all three resource rooms.
  • Disruptive behavior remained low in the resource room after the token program was withdrawn.
  • Teacher ratings indicated a reduction in disruptive behavior in homerooms, but observer recordings did not.

Conclusions:

  • Token reinforcement programs are effective in managing disruptive behavior in resource room settings.
  • The type of reinforcers used may contribute to the maintenance of behavioral improvements.
  • Further research is needed to understand the generalization of behavioral changes to homeroom settings.