| Abstrakt: |
This article reports on a study which investigated the effects of various contingencies on assignment completion for an entire fifth and sixth grade combination classroom in a low socioeconomic area. Behavioral modification studies using token reinforcement programs for the management of classroom behavior usually take place in nontypical educational settings. These settings are often special education programs, remedial or adjustment classrooms, or clinical schools. The methods adopted in the study were dependent on cost-free backup reinforcers in the form of privileges, employed in a public school setting and applied to the total class, and managed by a single teacher. The target behavior was assignment completion in spelling, language, handwriting, and math. The students earned points for desirable behaviors and lost points for undesirable behaviors. The teacher often used praise when awarding points. Point removal was done in a calm, matter-of-fact manner. The points earned were exchanged weekly for privileges. Activities that were naturally available in the school served as backup reinforcers. |
