PEER AND COLLEGE‐STUDENT TUTORING AS REINFORCEMENT IN A TOKEN ECONOMY 1

Eighteen second‐grade children initially received feedback in the form of nonredeemable tokens for reducing their disruptive classroom behavior. Four types of tutoring were then introduced in a Latin Square Design: noncontingent tutoring from fifth‐grade peers, contingent peer tutoring, noncontingent college tutoring, and contingent college tutoring. No significant difference was found in the level of disruptive behavior of those children tutored by fifth‐grade peers or college students, but contingent tutoring was significantly effective in reducing disruptive classroom behavior.