PEER AND COLLEGE-STUDENT TUTORING AS REINFORCEMENT IN A TOKEN ECONOMY

PEER AND COLLEGE-STUDENT TUTORING AS REINFORCEMENT IN A TOKEN ECONOMY

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, noncontingen...

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Veröffentlicht in:Journal of applied behavior analysis 1976-01, Vol.9 (2), p.169-177
Hauptverfasser: Robertson, Stephen J., DeReus, Denise M., Drabman, Ronald S.
Format: Artikel
Sprache:eng
Schlagworte:
academic behavior
classroom control
disruptive behavior
education
feedback
material reinforcers
peer reinforcement
peer tutoring
primary classroom
primary school children
token economy
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Beschreibung
Zusammenfassung: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.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.1976.9-169