Contingency Management in the Schools: How Often and How Well Does it                Work?

Thompson, Marion; Brassell, William R.; Persons, Scott; Tucker, Richard D.; Rollins, Howard A.

doi:10.3102/00028312011001019

Cited by 12 publications

(4 citation statements)

References 3 publications

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“…Finally, Rollins, Thompson, and their colleagues developed token economies in several elementary school classrooms Thompson et al, 1974). The programs were quite effective in altering student deportment and academic achievement.…”

Section: Integrity Of Treatmentmentioning

confidence: 99%

“…The program has been implemented in kindergarten through third grades and has included over 7,000 children in approximately 300 classrooms and 15 separate cities throughout the United States. Other programs even though smaller in scale still represent major extensions of the token economy in educational settings by encompassing entire schools (e.g., Boegli & Wasik, 1978) and classes from several different schools (Rollins, McCandless, Thompson, & Brassell, 1974;Thompson, Brassell, Persons, Tucker, & Rollins, 1974).…”

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confidence: 99%

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The Token Economy: A Decade Later

Kazdin¹

1982

J of App Behav Analysis

211

112

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In the last decade, the token economy has been extended widely across populations and behaviors in treatment, rehabilitation, educational, and community settings. Outcome research has expanded as well to include large-scale program evaluations and comparative and combined treatment studies of the token economy. In a previous review (Kazdin & Bootzin, 1972), several obstacles were identified for the effective application of the token economy. These included identifying procedures to enhance program efficacy, to train staff, to overcome client resistance, and to promote long-term maintenance and transfer of training. The present paper discusses recent advances in research and reviews progress on the major issues identified previously. New issues have become salient in the last decade that pertain to the extension of the token economy to institutional settings. The demands for maintaining the integrity of treatment, the ability to integrate token economies within existing institutional constraints, and the disseminability of the procedures on a large scale are major issues that may dictate the future of the token economy.

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Section: Integrity Of Treatmentmentioning

confidence: 99%

mentioning

confidence: 99%

The Token Economy: A Decade Later

Kazdin¹

1982

J of App Behav Analysis

211

112

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“…Rather, when instruction was involved, it was self-contained within a packet passed out to students (e.g., Wixson, 1984). By comparison, study settings classified as classroom intervention involved teachers and their students and some form of modification to existing classroom curriculum (e.g., Meloth & Deering, 1994; Slavin & Karweit, 1984; Thompson et al, 1974). We also classified two studies as university interventions (e.g., Garner et al, 1984; Seddon et al, 1984) because they were somewhat extended in duration, made use of ecologically valid materials, and were attempting remedial instruction at an alternative site.…”

Section: Defining Learningmentioning

confidence: 99%

“…Investigations employing operant conditioning continued to be published well into the latter half of the 20th century. For example, Thompson et al (1974) conducted an experimental study rooted in Skinner’s operant conditioning as applied to classroom management that was published in AERJ in the early 1970s. Specifically, Thompson and colleagues trained an entire school of teachers in the use of a contingency management program and compared their students’ behavior over 3 weeks of implementation to a control school and its teachers.…”

Section: Theoretical Lenses As Learning Filtersmentioning

confidence: 99%

Exploring a Century of Advancements in the Science of Learning

Murphy

Knight

2016

Review of Research in Education

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The past century has yielded a plethora of advancements in the science of learning, from expansions in the theoretical frames that undergird education research to cultural and contextual considerations in educational practice. The overarching purpose of this chapter is to explore and document the growth and development of the science of learning using a tripartite approach. The authors first provide an overview of definitions of learning that have been forwarded in the extant literature, with particular emphasis on journals published by the American Educational Research Association. Next, they overview the epistemic frames that have undergirded investigations of learning during the past century. Finally, they explore the ways in which the nature of investigations of learning has transitioned over time and how these transitions have manifested themselves in settings such as classrooms. In reflecting on the maturation and adaptation of the science of learning over the past century, the authors conclude with thoughts on the future of the science of learning.

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A practical observation procedure for monitoring four behaviors relevant to classroom management

Iii¹,

Brassell

Rollins

1976

Psychol. Schs.

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The authors present a quick and simple procedure for observing four behaviors relevant to classroom management: student disruption, student altention, and the teacher's use of both poyitive and negative events. Five paraprofehsional teacher aides observed 28 elementary and middle-school teachers es on 10 occasions both at the beginning and at the end of the school year. The paraprofessiorial aides, quickly trained, manifested high interrater reliabilities. Stable estimates of all four target, behaviors were obtained by averaging the data from only four or five consecutive observations. Strong, consistent intercorre1:ttions between the four behaviors nei'e found, and the intel.c.orrelatioris were in the expected direct ions. Thus, the procedure yields reliable, stable nieasiires of four import ant c*lassroom behaviors, and it is practical to use. I n keeping with the trend in education ton ard accountability, many educators and school administrators arc concerned M ith thc objective evaluation of what goes on behind the classroom door. Many instruments are available that measure academic progress, but often a more immediate concern is classroom management. Anyone interested in nionitoririg and improving classroom management needs a source of periodic, objective, reliable information reflecting changes in student behavior and in the teacher's methods of managing that behavior. The authors have developed and tested a simple in-class observation procedure that is both objective and reliable and can be carried out by available school personnel quickly enough to permit frequent sampling.The procedure was originally designed to monitor a specific classroom management program; and it provided not only a continuous source of feedback on teacher and student behavior, but also data for program evaluation (see Rollins, McCandless, Thompson, & Brassell, 1974). Four behaviors relevant to classroom management are observed and recorded: student disruption, student attention, and the teacher's use of both positive and negative events (nontcchnically-teacher's use of reinforcement and punishment). The procedure is not suitable for answering questions concerning individual students, but it does yield data for the individual teacher and the behavior of his class as a whole.Most of the observation procedurcs reported in the literature are designed. to record the interactions betn-een a teacher and a particular problem student (c.g , Jfadsen, Becker, & Thomas, 196s). These instruments provide no systematic information about the behavior of the class as a whole. The procedures that do nieasure how the overall class is behaving (see, for example, Barrish, Saunders, & 'The authors wish to recognize the cooperation given them by t,he Atlanta Public Schools and t o express special thanks to the five paraprofessional teacher aides who so conscientiously collected the essential data.

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Contingency Management in the Schools: How Often and How Well Does it Work?

Cited by 12 publications

References 3 publications

The Token Economy: A Decade Later

The Token Economy: A Decade Later

Exploring a Century of Advancements in the Science of Learning

A practical observation procedure for monitoring four behaviors relevant to classroom management

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