The current exploratory study examined the ability of three stimulus preference assessments to identify effective reinforcers for general education students. Four students from Grades K through 5 and their teachers participated. A student nomination, teacher nomination, and ongoing (daily) stimulus preference assessment were evaluated. The results…

This study investigates the utility of material plus social reinforcement techniques for improving school attendance. (Author)

Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)

Examines the effects of a packaged intervention designed to reduce disruptive behaviors in two 8-year-old female students. The intervention was delivered through a contingency contract and was comprised of precision requests, antecedent strategies, and the reductive technique of response costs. The intervention resulted in reduction of disruptive…

Examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing off-task behavior in an 11-year-old, fifth-grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resources Room programming. Results indicated success in three subject areas. (JBJ)

Two reinforcement techniques were compared to determine their relative effectiveness in motivating improved science test performance in a fourth-grade classroom. The first technique, using a backup reinforcer, was effective in decreasing error rate of the class. The second simplified technique, without a backup reinforcer, was equally effective.…

Applied goal setting, responsibility training, and fixed ratio reinforcement to three classes of students with emotional disturbances in public elementary school. Data for 10 months indicated that goals were consistently earned at high levels; percentage of students attaining higher responsibility training levels progressively increased; and…

Examined the effects of daily report cards designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work. Use of the procedure produced immediate significant changes in rates of both completion and accuracy. (Author)

An intervention program for the modification of classroom aggressive behavior is outlined. The primary components of this program are positive reinforcement, behavior rehearsal and modeling, and group activity procedures. (Author)

During the DRL procedure, reinforcement was made available for inappropriate language that was less than a prescribed limit for each day. Data indicated that reinforcing low rates of behavior may be an effective alternative to the use of aversive contingencies to reduce the misbehavior of such children. (Author)

The present study investigated the effects of candy, social, and token rewards on the IQ scores of children of above average intelligence. The results showed that IQ scores increased considerably as a function of token rewards. Social rewards produced only minor changes, and candy rewards produced none. (Author)

Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores. Children given culturally relevant social reinforcement by a Black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the White examiner. (Author)

Data were collected on rate per minute of administering token reinforcement for one male and six female teachers enrolled in a behavior modification course. Comparison of reinforcement rates for observer-present versus absent indicated significantly higher rates of token delivery in the observer-present condition. Implications of this fact are…

To determine the relationships among perceived contingency of teacher administered reinforcements, locus of control, and academic achievement, 49 sixth-grade boys were studied. In general, subjects who perceived their teachers as contingently punitive to boys were internal in locus of control and performed well on measures of academic achievement.…

Noncompliant behavior of a severely multihandicapped six-year-old boy was modified through systematic manipulations of an instructional antecedent. Increasing the density of instructional commands and reinforcing discrete compliant responses was found to be the most effective treatment package for controlling behavior. (Author/ABB)