Behavior Change and Perceptions of Change: Evaluating the Effectiveness of a Token Economy

Reitman, David; Hupp, Stephen D. A.; O'Callaghan, Patrick M.; Murphy, Molly A.

doi:10.1300/j019v26n02_02

Cited by 30 publications

(31 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is also possible that significant change in fathers’ coparenting behavior is taking place, but mothers do not recognize the change. Previous research has shown that teachers often do not recognize changes in students’ behavior, especially when the change is gradual or the teacher has a strong opinion about the child (Reitman, Murphy, Hupp, & O’Callaghan, 2004). Such findings point to the need to use objective measures of coparenting in future research.…”

Section: Discussionmentioning

confidence: 99%

Randomized Study of a Prebirth Coparenting Intervention With Adolescent and Young Fathers*

Fagan¹

2008

Family Relations

121

View full text Add to dashboard Cite

This randomized study tested the effects of 2 prebirth interventions, Minnesota Early Learning Design coparenting and childbirth curricula, on young African American and Hispanic fathers and their adolescent partners (N ¼ 154). The coparenting intervention (n ¼ 44) was associated with changing fathers' perceptions of their coparenting behavior rather than mothers' perceptions of the fathers' behavior compared with the childbirth program (n ¼ 46). Fathers and mothers consistently reported fathers' improved coparenting behavior when the coparenting intervention was compared with a no-intervention control group (n ¼ 64). Fathers (regardless of residence) and mothers residing with the father reported higher levels of fathers' engagement with the infant when the father participated in the coparenting intervention compared with fathers who participated in the childbirth intervention.

show abstract

Section: Discussionmentioning

confidence: 99%

Randomized Study of a Prebirth Coparenting Intervention With Adolescent and Young Fathers*

Fagan¹

2008

Family Relations

121

View full text Add to dashboard Cite

show abstract

“…Reitman, Murphy, Hupp, and O'Callaghan (2004) implemented a token program at a Head Start preschool. Researchers examined program effectiveness using direct observation and teacher ratings.…”

Section: Treatment Implications Of the Casementioning

confidence: 99%

Challenges Associated With Establishing a Token Economy in a Residential Care Facility

Bailey

Gross

Cotton

2011

Clinical Case Studies

View full text Add to dashboard Cite

This case study describes challenges associated with the authors' ongoing efforts to institute a token program in a residential foster care facility. This privately funded facility houses children and adolescents in a community group home format. Inadequate or neglectful parenting is the most common circumstance accounting for the children's placement. Adjustment problems and oppositional behavior in the residential cottages prompted the facility to contract for consultative psychological services. Consultants spent approximately 20 hr a week in the facility observing resident-caregiver interactions, designing a comprehensive token program targeting inappropriate child behavior, and training and monitoring implementation of the program. Although facility staff reported a desire to learn how to manage better the residents' oppositional and defiant behavior, and were heavily involved in development of the token program, they exhibited resistance to and noncompliance with the token program as soon as it was put into place. In addition to discussing these difficulties, suggestions for promoting an effective token intervention within this type of setting are discussed.A token economy is a method for increasing appropriate/desirable behavior and decreasing undesirable behaviors (Spiegler & Guevermont, 2003). Based on principles of operant conditioning, behavioral contingencies are developed to meet the specific needs of each client. A behavioral contingency refers to the desired behavior that a client must perform for specified consequences to be delivered (Kazdin, 1977). In a token economy, a client earns tokens for performing a desired behavior. The tokens are later exchanged for various reinforcers (i.e., backup reinforcers). A token system is comprised of four basic factors: (a) a list of target behaviors and how many tokens at UNIV OF GEORGIA LIBRARIES on May 26, 2015 ccs.sagepub.com Downloaded from Bailey et al. 279can be earned for performing each behavior, (b) a list of backup reinforcers and how many tokens each backup reinforcer is worth, (c) the token, and (d) rules and procedures for how the token system will be managed.Token economies are an effective method for teaching new skills and motivating new behavior in a wide variety of age groups (Spiegler & Guevermont, 2003). When developing a token economy, it is important to specify what behaviors must be performed for tokens to be earned. It is thought that the advanced specification helps prevent staff or caregivers from distributing tokens noncontingently (Kazdin, 1977). Having specific behavioral and programmatic guidelines also increases likelihood of program and behavioral compliance. Token economies have been used to directly increase academic skills, reduce stuttering, and improve table manners. Token programs are appropriate for individuals of all age ranges (e.g., children to elderly) and can be adapted to a wide range of intelligence levels and settings (e.g., homes, classrooms, hospitals, and group homes). Providing staff with tangible reinforcers...

show abstract

“…In their research, Reitman et al (2004), concluded both individual and group contingencies were effective strategies to manage preschool-age student behavior. Group contingencies can be set up several ways to promote positive behavior.…”

Section: Group Contingenciesmentioning

confidence: 99%

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

Smith

2009

Early Childhood Educ J

View full text Add to dashboard Cite

Sometimes students will exhibit various aggressive behaviors in the preschool classroom. Early childhood educators need to have behavior management strategies to manage the students' negative behaviors within the classroom setting. This article will provide a rationale for embedding literacy instruction within behavior management strategies to assist preschool age students with negative behaviors. Three widely used classroom management strategies will be explained: group contingencies, anger management, and individualized behavior plans with differential reinforcement of other behaviors. Each strategy will have developmentally appropriate literacy skills infused into it. In conclusion, a suggestion will be given to early childhood educators on how to implement these blended management techniques.

show abstract

Behavior Change and Perceptions of Change: Evaluating the Effectiveness of a Token Economy

Cited by 30 publications

References 35 publications

Randomized Study of a Prebirth Coparenting Intervention With Adolescent and Young Fathers*

Randomized Study of a Prebirth Coparenting Intervention With Adolescent and Young Fathers*

Challenges Associated With Establishing a Token Economy in a Residential Care Facility

Blending Effective Behavior Management and Literacy Strategies for Preschoolers Exhibiting Negative Behavior

Contact Info

Product

Resources

About