Hostname: page-component-7479d7b7d-wxhwt Total loading time: 0 Render date: 2024-07-10T12:24:37.963Z Has data issue: false hasContentIssue false
  • English
  • Français

Reducing Inappropriate Behaviour in the Home with a Token Economy

Published online by Cambridge University Press:  06 October 2014

K.E. Rustab  and
T.F. McLaughlin
K.E. Rustab
Affiliation:
Gonzaga University
T.F. McLaughlin*
Affiliation:
Gonzaga University
*
Department of Special Education, School of Education, Gonzaga University, Spokane WA 99258, USA
Get access

Abstract

The effects of a token program implemented in the home by a teacher were examined. The effects of a home token program were evaluated using a multiple baseline design across reading, spelling and handwriting lessons while disruptive behaviour was recorded. The results indicated that inappropriate behaviours decreased when the token program was implemented. Follow-up data indicated some increase in inappropriate behaviours. Spelling performance was higher in the student's classroom during the token program in the home than during baseline. This indicated some generalisation from the home token program to academic responding in the classroom.

Type
Research Article
Information
Behaviour Change , Volume 5 , Issue 4 , December 1988 , pp. 160 - 164
Copyright
Copyright © The Author(s) 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Alvord, J. (1975). Home token economy. Champaign, IL: Research Press.Google Scholar
Arnett, M. S. & Ulrich, R. C. (1975). Behavioral control in the home setting. Psychological Record, 25, 395–413.Google Scholar
Christopherson, E. R., Arnold, C. M., Hill, D. W. & Quilitch, H. R. (1972). The home point system: Token reinforcement procedures for application by parents of children with behavior problems. Journal of Applied Behavior Analysis, 5, 485–497.Google Scholar
Kazdin, A. E. (1977). The token economy: A review and evaluation. New York: Plenum.CrossRefGoogle Scholar
Kazdin, A. E. (1982a). The token economy: A decade later. Journal of Applied Behavior Analysis, 15, 431–446.Google Scholar
Kazdin, A. E. (1982b). Single case research designs: Methods for clinical and applied settings. New York: Oxford.Google Scholar
Kazdin, A. E. & Bootzin, R. R. (1972). The token economy: An evaluative review. Journal of Applied Behavior Analysis, 5, 343–372.Google Scholar
McLaughlin, T. F. & Malaby, J. E. (1972). Intrinsic reinforcers in a classroom token economy. Journal of Applied Behavior Analysis, 5, 263–270.Google Scholar
McLaughlin, T. F. & Williams, R. L. (1988). The token economy in the classroom. In Witt, J. C., Elliott, S. N. & Gresham, F. M. (Eds.), Handbook of behavior therapy in eduation (pp. 469–487). New York: Plenum.Google Scholar
O'Leary, K. D. (1978). The operant and social psychology of token systems. In Catania, A. C. & Brigham, T. A. (Eds.). Handbook of applied behavior analysis: Social and instructional processes (pp. 179–207). New York: Irvington.Google Scholar
O'Leary, K. D., Becker, W. C., Evans, M. B. & Saudargas, R. A. (1969). A token reinforcement program on a public school: A replication and systematic analysis. Journal of Applied Behavior Analysis, 2, 3–13.Google Scholar
O'Leary, K. D. & Drabman, R. S. (1971). Token reinforcement programs in the classroom: A review. Psychological Bulletin, 75, 379–398.Google Scholar