Abstract

Previous research has shown that token economy systems and response cost procedures are effective in reducing disruptive behaviors in classrooms and increasing academic engagement. Few studies have compared the effectiveness of combining these two classroom management techniques, examined academic performance, and directly observed academic engaged time. The current study compared the effectiveness of four conditions: baseline, response cost procedure, token economy system, and a combination condition among two, first grade classrooms in a small town in central Wisconsin using direct observation and permanent product of a three question quiz. Behaviors assessed included problem behaviors in the classroom, academic engaged time, academic performance, and student and teacher preference. An alternating treatments design was utilized in which one of the four conditions were employed each day during the math lesson in a randomized predetermined order.

Advisor

Daniel Houlihan

First Committee Member

Kathy Bertsch

Second Committee Member

Kevin J. Filter

Third Committee Member

Teresa Wallace

Date of Degree

2014

Language

english

Document Type

Dissertation

Degree

Doctor of Philosophy (PhD)

Department

Psychology

College

Social and Behavioral Sciences

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.