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The effects of bonus contingencies in a classwide token program on math accuracy with middle‐school students with behavioral disorders
Author(s) -
Swain James C.,
McLaughlin T. F.
Publication year - 1998
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/(sici)1099-078x(199802)13:1<11::aid-bin6>3.0.co;2-1
Subject(s) - psychology , token economy , developmental psychology , mathematics education , cognitive psychology , reinforcement , social psychology
The effects of bonus points contingent on 80% accuracy in math with four middle‐school special education students with behavior disorders were examined. A multiple‐baseline design across students was used to evaluate the effects of bonus points. The overall results indicated that higher accuracy was found for math assignments during the bonus points condition than during baseline. This overall outcome was replicated for each subject in the study. The benefits of implementing a bonus contingency within an ongoing classroom token economy with middle‐school students with behavior disorders are discussed. © 1998 John Wiley & Sons, Ltd.