CLASSROOM APPLICATIONS OF SELF‐DETERMINED REINFORCEMENT

Self‐determined, experimenter‐determined, and chance‐determined token reinforcement treatments were compared with a no‐token treatment, in terms of effect on the learning of history and geography material in the classroom. Each treatment was assigned to one of four heterogeneous classes of Grade nine girls. An initial baseline period preceded the differential reinforcement period, and a token withdrawal period followed. Subsequently, the self‐determined treatment was employed in all three token reinforcement classes, before a final baseline period occurred. Findings included a similarity of initial baseline performance for all classes, an equal superiority of self‐determined and experimenter‐determined treatments to chance‐determined and no‐token treatments, and significant improvement from initial baseline to final baseline for self‐determined and experimenter‐determined treatments, but not chance‐determined and no‐token treatments. Differential token reinforcement experience was found to influence subsequent rate of self‐determined token reinforcement.