A Comparison of Two Token Reinforcement Distribution Procedures |
Common terms and phrases
academic behaviors appropriate classroom behaviors attending behavior back up reinforcers baseline conditions baseline phase behavior count Changes Between Phases Condition I Baseline2 Data shows deceleration rate deviant behavior Drabman and Tucker earn points easily managed effective in decreasing effectiveness of tokens experimental condition following baseline frequency of inappropriate frequency of talking-out group data half hour higher rate implementation inappropriate behaviors increase academic performance Kuypers McLaughlin and Malaby negative behaviors O'Leary and Becker peer phases B1 points earned points were awarded present study progress changes provoking behavior random schedule rates of deceleration regular classroom reinforcement programs Results showed schedule of reinforcement shows a deceleration shows an acceleration special classroom setting Step changes student was engaging student-recording subject I's Subject II talking-out and provoking teacher attention teacher observed token condition token distribution conditions token distribution procedures token economy token procedure token program Token reinforcement systems token system verbal behavior