Token economy plus self-monitoring to reduce disruptive classroom behaviors.

Zlomke, Kimberly R.; Zlomke, Leland Carl

doi:10.1037/h0100117

Cited by 23 publications

(16 citation statements)

References 7 publications

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“…The participant's behavior pattern confirmed the effectiveness of token economies for changing behavior and demonstrated that self-monitoring made a substantial contribution to the token economy in decreasing the target behaviors (Zlomke & Zlomke, 2003). The results of this study replicated previous research on the effectiveness of token economies in reducing minor, disruptive, and aggressive classroom behaviors in youth with disabilities (Zlomke & Zlomke, 2003).…”

Section: Self-monitoring With Students With Disabilitiessupporting

confidence: 80%

“…Previous research has shown that students with disabilities benefit from selfmonitoring interventions which actively engage the participant in improving their own behaviors (e.g., Blick & Test, 1987) and increases their investment in the process (e.g., Lee et al, 2009, Zlomke & Zlomke, 2003. The results of this study may also have implications for teaching students with disabilities strategies for homework management.…”

Section: Implications For Practicementioning

confidence: 69%

“…This presents further evidence that self-monitoring is an additional support tool for students with disabilities to employ in the general education setting to assist in their own success. Zlomke and Zlomke (2003) investigated the impact of self-monitoring combined with a token economy on the behavior of a 13-year-old boy who received instruction in a self-contained classroom for students with Emotional Behavioral Disorders. Data were collected at the group home where he lived and in school settings.…”

Section: Self-monitoring With Students With Disabilitiesmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom

Falkenberg¹

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Section: Self-monitoring With Students With Disabilitiessupporting

confidence: 80%

Section: Implications For Practicementioning

confidence: 69%

Section: Self-monitoring With Students With Disabilitiesmentioning

confidence: 99%

See 1 more Smart Citation

The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom

Falkenberg¹

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“…The rules applied for this character award was almost similar with description from Zlomke & Zlomke (2003) that students earned points for displaying positive behavior and then exchanged these points for a reward. In this case, the teachers observed the students' involvement in drama preparation based on the criteria on the bookmark and put a sticker of a positive attitude when the students showed the targeted positive attitudes during drama preparation.…”

Section: The Character Awardmentioning

confidence: 92%

“…Akin-Little & Little (2004) also add that reward systems are often used by educators to enhance student academic performance and appropriate behavior. Furthermore, Zlomke & Zlomke (2003) found that negative behaviors were reduced when students earned points for displaying positive behavior and then exchanged these points for a reward.…”

Section: Introductionmentioning

confidence: 99%

Encouraging Students' Involvement in Drama Performance (A Case Study in an English Course in Bandung)

Maolida

Savitri²

2017

Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9)

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-This study explores the implementation of various strategies to encourage students' involvement in drama performance. The present study employed a case study by observing the teachers' and students' process of drama preparation and performance. Teachers' and students' interview were also conducted to collect the data of their responses toward the strategies. In addition, students' journals were analyzed to support the data. The findings show that there were at least three strategies implemented in encouraging students to take part in drama performance actively: character award, collaborating classes to perform a story, and drama posters. The findings also show that the teachers and students gave various responses toward the strategies. From the responses, the benefits and shortcomings of each strategy are also revealed. Collaborating classes in regular rehearsal, for instance, encouraged the students to have a good preparation for the performance since other classes watched their performance from the beginning. Accordingly, the students competed to show a better progress. Furthermore, the findings uncover what seems to be lacking in the implemented strategies such as the absence of detailed indicators in assessing students' performance and attitude during the process of drama preparation. The results of this study imply that to get the optimal advantage of those strategies, the teachers need to have a more detailed preparation, a better time management, and consistency in their implementation.

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