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.
Martindale, & Bauman, 1977; Tyler, 19-79). Two additional condusions have been reached about MTS (Ary, 1984). First, the higher frequency of state changes, the greater the difference between the actual percentage oftime and the MTS estimate. Second, MTS is equally likely to underestimate or overestimate the percentage of time a behavior occurs.The conclusion that MTS is superior to PI in providing an accurate estimate of percentage time has been reached using computer simulation and laboratory videotapes of actual behaviors (e.g., Green & Alverson, 1978;McDowell, 1973;Powell, 1984;Powell et al., 1977;Tyler, 1979 1990, 239 [533][534][535][536][537] (WINTER 1990)
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