O'Leary, K. D., Becker, W. C., Evans, M. B., & Saudargas, R. A. (1969).
A token reinforcement program in a public school: A replication and systematic analysis.
Journal of Applied Behavior Analysis,
2, 3-13.
A base rate of disruptive behavior was obtained for seven
children in a second-grade class of 21 children. Rules,
Educational Structure, and Praising Appropriate Behavior while
Ignoring Disruptive Behavior were introduced successively; none
of these procedures consistently reduced disruptive behavior.
However, a combination of Rules, Educational Structure, and
Praise and Ignoring nearly eliminated disruptive behavior of one
child. When the Token Reinforcement Program was introduced, the
frequency of disruptive behavior declined in five of the six
remaining children. Withdrawal of the Token Reinforcement Program
increased disruptive behavior in these five children, and
reinstatement of the Token Reinforcement Program reduced
disruptive behavior in four of these five. Follow-up data
indicated that the teacher was able to transfer control from the
token and back-up reinforcers to the reinforcers existing within
the educational setting, such as stars and occasional pieces of
candy. Improvements in academic achievement during the year may
have been related to the Token Program, and attendance records
appeared to be enhanced during the Token phases. The Token
Program was utilized only in the afternoon, and the data did not
indicate any generalization of appropriate behavior from the
afternoon to the morning.