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Increasing word recognition and math ability in a severely learning‐disabled student with token reinforcers
Author(s) -
Pavchinski Peter,
Evans Joseph H.,
Bostow Darrel E.
Publication year - 1989
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(198910)26:4<397::aid-pits2310260411>3.0.co;2-8
Subject(s) - psychology , token economy , set (abstract data type) , reading (process) , learning disabled , learning disability , reinforcement , security token , developmental psychology , cognitive psychology , mathematics education , social psychology , linguistics , computer science , philosophy , computer security , programming language
A two‐part experiment was conducted in which a youth who was diagnosed as severely learning disabled was treated for a lack of reading and math skills. Token reinforcers were delivered for correct responses to a structured set of math problems and sight words. The subject reached a 90% correct response rate following implementation of a changing criterion experimental design. Part two of the study produced a 100% achievement level for the most difficult multiplication and division items. Results imply that some behaviors identified as learning disabilities may be treatable using motivational strategies.