Previous research on implementer preference for behavioral interventions is limited. This study empirically evaluated teachers’ preference for implementing two types of token economies in a classroom to increase on-task behavior of students. The two types of token economies were response cost and differential reinforcement of alternative behavior implemented using an interdependent group contingency. The results showed both teachers preferred response cost over differential reinforcement of alternative behavior.
| Identifer | oai:union.ndltd.org:siu.edu/oai:opensiuc.lib.siu.edu:theses-3293 |
| Date | 01 May 2018 |
| Creators | Chalmers, Andrea Harley |
| Publisher | OpenSIUC |
| Source Sets | Southern Illinois University Carbondale |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses |
Page generated in 0.0024 seconds