Using a reversal design with two primary school aged
children, the effectiveness in producing on-task behaviour
was compared for a token system and a cognitive behaviour system. In the token system, points were earned for on-task
behaviour at school which could be exchanged for rewards
chosen by the pupil and parents at home. The cognitive
program was conducted on an individual withdrawal basis
during which time the child was taught to "stop, look,
listen and think." With one child the token system preceded
the cognitive and with the other child the order of the
conditions was reversed. In both studies the token programs
proved to be more effective than the cognitive programs in
bringing about rapid and dramatic increase in on-task
behaviour. When introduced first, the cognitive program
appeared to produce better maintenance than when it followed
the token program. Additionally, the programs helped to
shift two of the teachers' attitudes towards the students
from being fairly negative to more positive, as recorded on
a Teachers Checklist.
| Identifer | oai:union.ndltd.org:ADTP/219074 |
| Date | January 1983 |
| Creators | Kalnins, Sharyn, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Sharyn Kalnins |
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