The effects of bonus points contingent on 80% accuracy in math with four middle‐school special education students with behavior disorders were examined. A multiple‐baseline design across students was used to evaluate the effects of bonus points. The overall results indicated that higher accuracy was found for math assignments during the bonus points condition than during baseline. This overall outcome was replicated for each subject in the study. The benefits of implementing a bonus contingency within an ongoing classroom token economy with middle‐school students with behavior disorders are discussed. © 1998 John Wiley & Sons, Ltd.

The effects of token reinforcement and response cost on the accuracy of spelling performance with three adolescent special education students were examined. A multiple‐baseline design across students was used to evaluate the effects of token reinforcement and response cost intervention. A greater percent of accuracy on daily spelling exams was obtained during the token reinforcement plus response cost condition than during the baseline condition. This was replicated for each student. Follow‐up data collection indicated maintenance of behavior change over time. The benefits of implementing a token economy with a response cost component with middle‐school students with behavior disorders were discussed. © 1998 John Wiley & Sons, Ltd.