Disruptive Behavior and Reinforcement of Academic Performance

Ayllon, Teodoro; Layman, Dale; Burke, Sandra

doi:10.1007/bf03394096

Cited by 55 publications

(20 citation statements)

References 12 publications

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“…This is why it was possible the initial for the class to master more levels (six per week) r the level in the second B condition while averaging 39.57 ige of 3.0 tokens per day, when three level tests were avn a period eraged per week during the first B condition lent of the when 34.81 tokens were earned per day. tests comSecond, the whole class of hyperactive stufinal stage dents responded to dimensions of the token system in the same way as fewer numbers of hyper-I students active children had (e.g., Ayllon et al, 1972; asented in Patterson et al, 1965) and classes of nonhyperinvestiga-active students (O'Leary, Becker, Evans, & Sau-) two stu-dargas, 1969;O'Leary & Drabman, 1971). The in primer, children responded quickly to the system as is vel Three evidenced in Figure 1 which shows that a subBy the end stantial number of tokens were earned during primer or the first day the system was in effect.…”

Section: Resultsmentioning

confidence: 94%

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A Token System for a Class of Underachieving Hyperactive Children

Robinson

Newby

Ganzell

1981

J of App Behav Analysis

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Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performance.

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Section: Resultsmentioning

confidence: 94%

“…Ayllon, Layman, and Burke (1972) increased math and reading performance in four teenage hyperactive boys using a token economy with food and games as back-up reinforcers. Using an ABAB design, Ayllon and Roberts (1974) employed a point system with back-up reinforcers to increase the reading accuracy from 50 to 70%' in five boys in the same fifth-grade class.…”

mentioning

confidence: 98%

A Token System for a Class of Underachieving Hyperactive Children

Robinson

Newby

Ganzell

1981

J of App Behav Analysis

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“…Related routines have been suggested a very important way to assist children have academic problems at school (Belfiore & Hutchinson, 1998). These routines can be established via scheduling and increasing the number of minutes devoted to academic instruction (Belfiore & Hutchinson, 1998), setting up classroom structure (Ayllon, Layman, & Burke, 1972), having a classroom token economy in place (McLaughlin & Williams, 1988), or by employing various opportunity to respond procedures such as classwide peer tutoring (Greenwood, Delquadri, & Hall, 1991), copy, cover, and compare (Skinner et al, 1997) or Direct Instruction curricula and teaching procedures (Kameenui, 1998;Stein et al, 1997).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Copy, Cover and Compare with and without Additional Error Drill on Multiplication Fact Fluency and Accuracy

Becker

McLaughlin

Weber

et al. 2017

EJREP

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“…A statistical analysis of parts of the data suggests that IQ scores were independent of average production rates. Ayllon, Layman and Burke (1972) conducted a study designed to strengthen academic performance in four highly disruptive, educable mentally retarded 12-to 13-year-old boys. Merely presenting academic material on a s~s tematic basis virtually eliminated their dISruptive behaviour.…”

Section: Emphasis On Early Learning and Treatmentmentioning

confidence: 99%

Editorial: Should There Be Special Education for the Intellectually and Emotionally Different?

Lowenstein¹

1982

School Psychology International

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In this issue I shall speak briefly about a variety of handicaps and of handicapped children who attend special schools or receive treatment of a special nature in ordinary schools or child guidance centres for a variety ofdisabilities. Some vital statistics will be provided and some opinions given.These will be based on reason, logic and on obvious rather than specific research, since this is at present insufficient either to confirm irrefutably or to deny the necessity for special education. To answer the question 'should there be special education?' we must return to five basic considerations: 1. The threat and the reason for the threats to .special education. 2. Concern for individual differences. 3. How best to deal with individual differences.4. The relationship of special education and ordlnary education. 5. Appropriate settings for special education.The greater proportion of time will be spent on children who are psychologically maladjusted and children who are afflicted by moderate and severe learning difficulties, rather than on specifically dealing with the great variety of other handicaps. Some fairly recent relevant research will also be assessed.I shall dedicate some time towards exploring our motives, our ideological or philosophical bases for having and retaining our faith in the desirability and efficacy of special education by asking frankly: should there be special educution? and questioning the value of special schools and special classes. Our major concern will be with intellectual and behavioural handicaps, rather than with physical handicaps. Much of what will be said, however, applies to the physically handicapped as well.We shall look at the roleof the teacher, the psychologist and workers in other disciplines who help in the identification, diagnosis and containing or remedying of the problem.Before looking into and attempting to answer the hypothetical question w.e have posed for ourselves, here arc some realities.

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Disruptive Behavior and Reinforcement of Academic Performance

Cited by 55 publications

References 12 publications

A Token System for a Class of Underachieving Hyperactive Children

A Token System for a Class of Underachieving Hyperactive Children

The Effects of Copy, Cover and Compare with and without Additional Error Drill on Multiplication Fact Fluency and Accuracy

Editorial: Should There Be Special Education for the Intellectually and Emotionally Different?

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