A Comparison of Cost and Reward Procedures With Interdependent Group Contingencies. (January 2017)

• Record Type: Journal Article
• Authors: Lee, Kathryn; Penrod, Becky; Price, Jenifer N.
• Is Part Of: Behavior modification. Volume 41:Number 1(2017:Jan.)
• Page Start: 21
• Page End: 44
• Publication Date: 2017-01
• Subjects: classroom management -- disruptive behavior -- group contingencies -- token economies; Behavior modification -- Periodicals; Behavior therapy -- Periodicals; 153.85
• DOI: 10.1177/0145445516650964
• Languages: English
• ISSNs: 0145-4455

Abstract

The present study evaluated the effectiveness of two variations of a token economy for reducing disruptive behavior within a general education classroom. One variation involved a group contingency in which tokens were removed contingent on disruptive behavior (response cost), and the other variation involved a group contingency in which tokens were gained according to a differential reinforcement of other behavior schedule. Two elementary school teachers and their students participated. Results indicated that both procedures were effective in reducing the overall number of students disrupting; however, both teachers and students indicated a greater preference for the response cost condition. Implications for the use of these behavior management strategies in the classroom are discussed in terms of effectiveness and ease of implementation.