The effects of bonus tokens upon productivity in a remedial classroom for behaviorally disturbed children
1973; Elsevier BV; Volume: 4; Issue: 3 Linguagem: Inglês
10.1016/s0005-7894(73)80117-0
ISSN1878-1888
AutoresHenry C. Rickard, Kenneth B. Melvin, Joe Creel, Laura Creel,
Tópico(s)Cognitive and developmental aspects of mathematical skills
ResumoThe effects of no token, constant tokens, and bonus tokens upon classroomproductivity in a remedial program for behaviorally disturbed children was investigated. A constant level of token reinforcement was sufficient to maintain, but not increase, performance. A dramatic increase in productivity was associated with bonus tokens. The performance of subjects originally intended as a no-token group deteriorated so markedly that it became necessary to institute a token system.
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