14 special education students were exposed to 5 successive treatments designed to increase their attention and academic performance. Attention and Reading achievement were increased with the inclusion of a teacher's assistant in the setting and not as a result of token-reinforcement programs.
Get full access to this article
View all access options for this article.
References
1.
FerritorD. E.BuckholdtD.HamblinR. L.SmithL.The non-effects of contingent reinforcement for attending behavior on work accomplished. Journal of Applied Behavior Analysis, 1972, 5, 7–17.
2.
GentileJ. R.RodenA. H.KleinR. D.An analysis-of-variance model for the intra-subject replication design. Journal of Applied Behavior Analysis, 1972, 5, 193–198.
3.
HamblinR.BuckholdtD.FerritorD.KozloffM.BlackwellL.The humanization process. New York: Wiley, 1971.
MadsenC.BeckerW.ThomasD.Rules, praise, and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis, 1968, 1, 139–150.
7.
McLaughlinT. F.MalabyJ.Intrinsic reinforcers in a classroom token economy. Journal of Applied Behavior Analysis, 1972, 5, 263–270.
8.
O'LearyK. D.Behavior modification in the classroom: A rejoinder to Winett and Winkler. Journal of Applied Behavior Analysis, 1972, 5, 505–511.
9.
O'LearyK. D.BeckerW. C.EvansM. B.SaudargasR. A.A token reinforcement program in public school: A replication and systematic analysis. Journal of Applied Behavior Analysis, 1969, 2, 2–13.
10.
WinettR. A.WinklerR. C.Current behavior modification in the classroom: Be still, be quiet, be docile. Journal of Applied Behavior Analysis, 1972, 5, 499–504.
11.
ZaxM.CowenE. L.Research on early detection and prevention of emotional dysfunction in young school children. In SpielbergerC. D. (Ed.), Current trends in clinical and community psychology. Vol. 1. New York: Academic Press, 1969. Pp. 67–108.
