Operant conditioning principles in the treatment of learning and behavior problems with delinquent boys

Gave 32 12-18 yr. old delinquent boys 18 consecutive weekly lessons of programed reading instruction. Ss were randomly assigned either to a group reinforced with monetary tokens, or to a group that was nonreinforced. Analysis of variance with repeated measures was employed to analyze the data. Results indicate that both groups showed significant improvement in reading skill from pre- to posttesting, but that the reinforced group showed significantly more improvement than the nonreinforced group. Teacher ratings of general classroom behavior showed concomitant improvement for the reinforced group. Results are discussed in the context of applying conditioning principles to learning problems and the role of the counseling psychologist as a consultant to teaching personnel.