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Related Experiment Videos

A token system for a class of underachieving hyperactive children

P W Robinson, T J Newby, S L Ganzell

    Journal of Applied Behavior Analysis
    |January 1, 1981
    PubMed
    Summary

    A token system encouraging cooperation significantly improved reading and vocabulary skills in third-grade hyperactive boys. This intervention led to a ninefold increase in task completion and an eightfold rise in reading level exam success.

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    Area of Science:

    • Behavioral Psychology
    • Educational Psychology
    • Special Education

    Background:

    • Hyperactive boys often face challenges in academic performance, particularly in reading and vocabulary acquisition.
    • Traditional educational methods may not effectively engage students with Attention Deficit Hyperactivity Disorder (ADHD).
    • Token economy systems have shown promise in modifying behavior and improving academic outcomes in various student populations.

    Purpose of the Study:

    • To investigate the effectiveness of a token system requiring cooperative interaction to enhance reading and vocabulary performance.
    • To assess the impact of a token reinforcement strategy on academic task completion and standardized test scores in hyperactive third-grade boys.

    Main Methods:

    • A Behavior Analysis and Behavior (BAB) design was employed with an 18-member class of third-grade hyperactive boys.

    Related Experiment Videos

  • A token system was implemented where students earned tokens for completing reading and vocabulary tasks, and for proctoring peers.
  • Tokens were exchangeable for 15-minute electrovideo game play, serving as a positive reinforcement.

    • Main Results:

    • The mean number of tasks completed during intervention periods increased over ninefold compared to reversal periods.
    • The average completion rate for standardized weekly reading level examinations increased four to eightfold during token conditions.
    • All 18 participating students demonstrated an increase in academic performance in response to the token program.

    Conclusions:

    • A token system incorporating cooperative learning and tangible rewards is a highly effective intervention for improving reading and vocabulary skills in hyperactive third-grade boys.
    • The study highlights the potential of behavioral interventions to significantly boost academic engagement and achievement in students with ADHD.
    • The findings support the use of token economies as a practical and successful strategy in special education settings.