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Using a whole‐class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior
Author(s) -
Filcheck Holly A.,
McNeil Cheryl B.,
Greco Laurie A.,
Bernard Rebecca S.
Publication year - 2004
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/pits.10168
Subject(s) - token economy , coaching , psychology , behavior management , classroom management , class (philosophy) , behavior change , developmental psychology , security token , reinforcement , contingency management , applied psychology , social psychology , pedagogy , intervention (counseling) , psychotherapist , psychiatry , computer security , artificial intelligence , computer science
The Level System is a whole‐classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC′ treatment comparison design with follow‐up, this study evaluated the effectiveness of the Level System in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child‐Directed Interaction (CDI) and Parent‐Directed Interaction (PDI) phases of Parent–Child Interaction Therapy (PCIT). Teacher‐ and parent‐report measures were administered, and behavioral observation data were collected for child and teacher behavior using videotapes. Results suggested that the amount of inappropriate behavior exhibited by children decreased when the Level System was implemented. Additionally, inappropriate behavior decreased further during the CDI and PDI conditions. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 351–361, 2004.