THE EFFECTS OF TOKEN REINFORCEMENT ON THE BEHAVIOR OF DELINQUENTS IN COTTAGE SETTINGS¹

Abstract

A token economy designed to modify the behavior of 125 adolescent males committed to a state correctional institution was implemented in the boys' cottages, focusing on social behavior (peer interaction), rule following, and task completion.

A Multimodal Approach to Controlling Inpatient Assaultiveness Among Incarcerated Juveniles

“…The study also suggests that limited cost response measures coupled with long periods of time out from reinforcement (room time) are not as effective as a multifaceted reward system that was in partnership with a broad menu of consequences. The above conclusions are consistent with the existing literature (Hobbs & Holt, 1976;Kazdin, 1985).…”

Improving Behavior in a Residential Service for Youth in Drug and Alcohol Rehabilitation

“…A second set of difficulties concerned changes in rules at the residential community, resulting in restrictions on some popular backup rewards (e.g., a new rule preventing residents from using the computer at the facility). Hobbs and Holt () reported similar organizational obstacles in implementing a token reinforcement. Additionally, there were days when Thumbs Up was administratively suspended because of participants being placed on sanction.…”

“…Hobbs and Holt () discussed the failure of token economies to observe the change in behavior outside of the treatment facility. In the current study there were no data obtained for adolescents who had left the treatment facility as this was against the organization's policy.…”

Prevention of conduct disorder before and after school entry: Relating interventions to developmental findings

“…The promise documented in his review came from a number of quarters. First, a number of attempts to treat the problem in the context of the home (e.g., Patterson, Chamberlain, & Reid, 1984) or the classroom (e.g., Bristol, 1976) or the institution (e.g., Hobbs & Holt, 1976) or the group home (e.g., Phillips, Phillips, Fixsen, & Wolf, 1971) actually had significant effects on conduct problems and aggressive behavior, even though in most cases those effects were short-lived and restricted to situations in which the interventions were carried out. When actual conduct problems were not reduced, it was often found that processes that have been linked to the disorder such as various cognitive processes, social and academic skills, and parenting skills showed at least temporary improvements (e.g., Bornstein & Quevillon, 1976;Camp, Blom, Hebert, & van Dorrninck, 1977;Taplin & Reid, 1977).…”