The Establishment and Decline of a Token Reinforcement Program with Three Emotionally Disturbed Pre-school Children

Musgrove, Walter J.

doi:10.4324/9781315192697-12

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“…Token economies have been shown to be easy to implement, acceptable to teachers and parents, and developmentally sensitive for preschool children (e.g., Jones, Downing, Latkowski, Ferree, & McMahon, 1992;McGoey & DuPaul, 2000;Storey, Danko, Ashworth, & Strain, 1994). However, token economies also may be expensive, overwhelming for teachers, and have weak maintenance and generalization (e.g., Corrigan, 1995;Herman & Tramontana, 1971;Miltenberger, 2000;Musgrove, 1981). According to Miltenberger, the complexity of a token economy determines the amount of effort required in implementation and use.…”

Section: Considerations In Using Token Economies In Preschool Classroomsmentioning

confidence: 99%

“…Research suggests that token economies do not maintain or generalize reliably (e.g., Corrigan, 1995;Epstein, Masek, & Marshall, 1978;Herman & Tramontana, 1971;Miller & Schneider, 1970;Musgrove, 1981;Odom, Hoyson, Jamieson, & Strain, 1985). A few studies, however, suggested some generalization effects.…”

Section: Considerations In Using Token Economies In Preschool Classroomsmentioning

confidence: 99%

“…Little research has been conducted using token economies specifically to manage behavior problems in preschool classrooms (Baker et al, 1972;Filcheck, McNeil, Greco, & Bernard, in press;McGoey & DuPaul, 2000;Wolfe et al, 1983). However, research has examined the effectiveness of token economies with no response cost components in managing preschool-aged children's disruptive behavior in non-classroom settings (e.g., home, hospitals) (e.g., Barkley, 1987;Budd, Leibowitz, Riner, Mindell, & Goldfarb, 1981;Herman & Tramontana, 1971;Murray, 1980;Musgrove, 1981;Swiezy et al, 1992). Also, the use of token economies to manage behavior problems in the classroom has been effective in decreasing disruptive behavior in elementary-aged children (e.g., Anhalt et al, 1998;Bahl et al, 2000;Drege & Beare, 1991).…”

Section: Effectiveness Of Token Economiesmentioning

confidence: 99%

“…A study was conducted by Musgrove (1981) in which a token economy with no response cost was implemented in a facility for individuals with mental retardation with 3, 4-year-old preschool children who were emotionally disturbed. However, according to their full scale IQs (i.e., 69, 80, and 93), only one child exhibited mental retardation.…”

Section: Effectiveness Of Token Economiesmentioning

confidence: 99%

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Evaluation of a whole-class token economy to manage disruptive behavior in preschool classrooms

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The behavior of children in a preschool classroom was assessed to evaluate the effectiveness of two classroom management approaches: (a) strategies already employed by the teachers, and (b) the Level System. Strategies already employed by the teachers were those that they currently used in their preschool classroom. This phase was considered the baseline or "A" treatment phase. The Level System is a new program that utilizes strategies including a token economy, stimulating rewards, strategic attention, and labeled praise to manage a range of behaviors exhibited by children in the classroom. This was considered the "B" treatment condition. These two approaches were evaluated using an ABAB sequence where each was employed for a minimum of 17 observations with 4 male 4-year-old participants. Behaviors were assessed using unobtrusive classroom coding of activities and teacher report. Four main findings were obtained: (a) the Level System was more effective in managing disruptive behavior than previously-used classroom management strategies, (b) fewer time outs were given while the Level System was used in the class compared to while the typical classroom management strategies were used, (c) teacher report of satisfaction with the Level System varied, but parents reported high levels of satisfaction with the Level System, and (d) negative effects on "intrinsic motivation" with use of the Level System were not evident.

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Section: Considerations In Using Token Economies In Preschool Classroomsmentioning

confidence: 99%

Section: Considerations In Using Token Economies In Preschool Classroomsmentioning

confidence: 99%

Section: Effectiveness Of Token Economiesmentioning

confidence: 99%

Section: Effectiveness Of Token Economiesmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of a whole-class token economy to manage disruptive behavior in preschool classrooms

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The Establishment and Decline of a Token Reinforcement Program with Three Emotionally Disturbed Pre-school Children

Cited by 1 publication

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Evaluation of a whole-class token economy to manage disruptive behavior in preschool classrooms

Evaluation of a whole-class token economy to manage disruptive behavior in preschool classrooms

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