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The effects of token reinforcement on delinquents' classroom behavior
Author(s) -
Holt Michael M.,
Hobbs Tom R.,
Hankins Ron
Publication year - 1976
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197607)13:3<341::aid-pits2310130320>3.0.co;2-o
Subject(s) - reinforcement , psychology , token economy , task (project management) , developmental psychology , security token , component (thermodynamics) , social psychology , computer science , computer security , physics , management , economics , thermodynamics
The effects of a token reinforcement program on the classroom behavior of 19 delinquent boys in a correctional institution were investigated. Appropriate classroom behavior was defined in terms of four component categories: on‐time/in‐seat, on‐task, social interaction, and assignment completion. A measure of total appropriate classroom behavior was calculated by summing the frequency of target response occurrence for each component behavior. Withdrawal and reinstatement of token reinforcement procedures demonstrated experimental control of total appropriate classroom behavior; however, considerable variability of component behaviors was observed. Token reinforcement control was most clearly demonstrated with on‐time/in‐seat behavior; assignment behavior was similarly influenced but showed greater variability; on‐task behavior was noticeably affected but exhibited an ascending trend during the reversal phase; and social interaction behavior showed fluctuations which appeared unrelated to reinforcement contingencies. These findings suggest that the use of global, composite measures may mask program effects on important component behaviors.