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Journal articles on the topic 'Token economy (Psychology) Praise'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Morano, Stephanie, Andrew M. Markelz, Kathleen M. Randolph, Anna Moriah Myers, and Naomi Church. "Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics." Intervention in School and Clinic 57, no. 1 (2021): 15–22. http://dx.doi.org/10.1177/1053451221994803.

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Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems;

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2

Ivy, Jonathan W., James N. Meindl, Eric Overley, and Kristen M. Robson. "Token Economy: A Systematic Review of Procedural Descriptions." Behavior Modification 41, no. 5 (2017): 708–37. http://dx.doi.org/10.1177/0145445517699559.

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The token economy is a well-established and widely used behavioral intervention. A token economy is comprised of six procedural components: the target response(s), a token that functions as a conditioned reinforcer, backup reinforcers, and three interconnected schedules of reinforcement. Despite decades of applied research, the extent to which the procedures of a token economy are described in complete and replicable detail has not been evaluated. Given the inherent complexity of a token economy, an analysis of the procedural descriptions may benefit future token economy research and practice.

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Rustab, K. E., and T. F. McLaughlin. "Reducing Inappropriate Behaviour in the Home with a Token Economy." Behaviour Change 5, no. 4 (1988): 160–64. http://dx.doi.org/10.1017/s0813483900007889.

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The effects of a token program implemented in the home by a teacher were examined. The effects of a home token program were evaluated using a multiple baseline design across reading, spelling and handwriting lessons while disruptive behaviour was recorded. The results indicated that inappropriate behaviours decreased when the token program was implemented. Follow-up data indicated some increase in inappropriate behaviours. Spelling performance was higher in the student's classroom during the token program in the home than during baseline. This indicated some generalisation from the home token

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Glynn, Shirley M. "Token Economy Approaches for Psychiatric Patients." Behavior Modification 14, no. 4 (1990): 383–407. http://dx.doi.org/10.1177/01454455900144002.

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5

Rosenberg, Michael S. "Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students." Behavioral Disorders 11, no. 4 (1986): 239–48. http://dx.doi.org/10.1177/019874298601100405.

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Structured classroom management systems such as token economies have been commonly employed in special education, remedial, and regular classrooms for the reduction of disruptive and socially inappropriate student behaviors. Still, many well-intentioned management plans do not achieve maximum effectiveness because several key prerequisites to a program's success are overlooked. The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroo

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Stilitz, Ivor, and Chris Ninness. "A TOKEN ECONOMY OF THE EARLY 19TH CENTURY." Journal of Applied Behavior Analysis 42, no. 4 (2009): 925–26. http://dx.doi.org/10.1901/jaba.2009.42-925.

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7

Rodriguez, Jose Olivares, Luis Montesinos, and Juan Preciado. "A 19TH CENTURY PREDECESSOR OF THE TOKEN ECONOMY." Journal of Applied Behavior Analysis 38, no. 3 (2005): 427. http://dx.doi.org/10.1901/jaba.2005.181-03.

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8

Carter, Stacy L. "College Students' Acceptance of Potential Treatments for ADHD." Psychological Reports 97, no. 1 (2005): 258–64. http://dx.doi.org/10.2466/pr0.97.1.258-264.

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The purpose of the current study was to investigate the influence that the professional occupation of a consultant making a treatment recommendation may have on college students' (82 women and 52 men) acceptance of a proposed treatment for a child displaying characteristics of Attention Deficit/Hyperactivity Disorder. Consultants were special education teachers, school psychologists, or physicians. The study also examined college students' ratings of treatment acceptability associated with three frequently implemented interventions of either nonspecific medication, token economy with response

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9

DeFulio, Anthony, Rachelle Yankelevitz, Christopher Bullock, and Timothy D. Hackenberg. "Generalized conditioned reinforcement with pigeons in a token economy." Journal of the Experimental Analysis of Behavior 102, no. 1 (2014): 26–46. http://dx.doi.org/10.1002/jeab.94.

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10

Gustafson, Roland. "Operant Conditioning of Activities of Daily Living on a Psychogeriatric Ward: A Simple Method." Psychological Reports 70, no. 2 (1992): 603–7. http://dx.doi.org/10.2466/pr0.1992.70.2.603.

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On a psychogeriatric ward a simple token economy was established by handing out coffee and cigarette tickets for demands of concrete Activities of Daily Living from 14 men and 16 women. During the treatment period the number of target behaviors increased dramatically and many positive spin-off effects were observed. It was concluded that simple token economies of even 18 weeks can easily be introduced and administered and produce decisive positive changes with respect to psychogeriatric patients' activities of daily living, staff attitudes, and ward atmosphere.

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11

Boniecki, Kurt A., and Stacy Moore. "Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation." Teaching of Psychology 30, no. 3 (2003): 224–27. http://dx.doi.org/10.1207/s15328023top3003_05.

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12

Carton, John S., and Julie B. Schweitzer. "USE OF A TOKEN ECONOMY TO INCREASE COMPLIANCE DURING HEMODIALYSIS." Journal of Applied Behavior Analysis 29, no. 1 (1996): 111–13. http://dx.doi.org/10.1901/jaba.1996.29-111.

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13

Cavalier, Albert R., Ralph P. Ferretti, and Amelia E. Hodges. "Self-management within a classroom token economy for students with learning disabilities." Research in Developmental Disabilities 18, no. 3 (1997): 167–78. http://dx.doi.org/10.1016/s0891-4222(96)00045-5.

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14

Morisse, Deborah, Lalita Batra, Larry Hess, Randy Silverman, and Patrick Corrigan. "A demonstration of a token economy for the real world." Applied and Preventive Psychology 5, no. 1 (1996): 41–46. http://dx.doi.org/10.1016/s0962-1849(96)80025-4.

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15

Moore, James W., Daniel H. Tingstrom, R. Anthony Doggett, and William D. Carlyon. "Restructuring an Existing Token Economy in a Psychiatric Facility for Children." Child & Family Behavior Therapy 23, no. 3 (2001): 51–57. http://dx.doi.org/10.1300/j019v23n03_04.

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16

Beran, Michael J., Theodore A. Evans, and Daniel Hoyle. "Numerical judgments by chimpanzees (Pan troglodytes) in a token economy." Journal of Experimental Psychology: Animal Behavior Processes 37, no. 2 (2011): 165–74. http://dx.doi.org/10.1037/a0021472.

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17

Fuoco, Frederick J., P. Scott Lawrence, and Janice B. Vernon. "Post-treatment effects of token reinforcement, verbal praise, and self-monitoring in a residential psychiatric program." Behavioral Interventions 3, no. 4 (1988): 267–86. http://dx.doi.org/10.1002/bin.2360030404.

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18

Matson, Johnny L., and Jessica A. Boisjoli. "The token economy for children with intellectual disability and/or autism: A review." Research in Developmental Disabilities 30, no. 2 (2009): 240–48. http://dx.doi.org/10.1016/j.ridd.2008.04.001.

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19

Navarro, Jose I., Manuel Aguilar, Concepcion Aguilar, Concepcion Alcalde, and Esperanza Marchena. "Positive Behavioral Intervention in Children who Were Wards of the Court Attending a Mainstream School." Psychological Reports 101, no. 3_suppl (2007): 1067–78. http://dx.doi.org/10.2466/pr0.101.4.1067-1078.

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This report looked at the effects of treatment using contingency contracts and token economy procedures in three children, two 14 yr. and one 8 yr., who were wards of the court and attending a mainstream school. Students presented problems of adaptation to school, such as making constant noises with the mouth, hands, or pencil on the desk; frequently emitted raucous cries in the classroom; destruction of school resource materials; verbal aggression to classmates and teachers; verbal rejection of all academic work, refusing to do it, making negative comments prior to starting any school activit

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20

Albaili, Mohamed A. "MOTIVATIONAL GOAL ORIENTATIONS OF INTELLECTUALLY GIFTED ACHIEVING AND UNDERACHIEVING STUDENTS IN THE UNITED ARAB EMIRATES." Social Behavior and Personality: an international journal 31, no. 2 (2003): 107–20. http://dx.doi.org/10.2224/sbp.2003.31.2.107.

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The purpose of this study was to investigate the differences between intellectually gifted achieving and underachieving secondary school students on certain motivational goal orientations such as effort, task, competition, power, praise, feedback, token, social concern, and social dependency. A total of 144 selected United Arab Emirates secondary school male students (15-19 years of age) participated in the investigation. Participants were classified into the following two intellectually gifted groups: achieving students (n= 98) and underachieving students (n= 46). The Inventory of School Moti

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21

Bailey, Jennifer R., Alan M. Gross, and C. Randy Cotton. "Challenges Associated With Establishing a Token Economy in a Residential Care Facility." Clinical Case Studies 10, no. 4 (2011): 278–90. http://dx.doi.org/10.1177/1534650111410969.

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22

Reitman, David, Molly A. Murphy, Stephen D. A. Hupp, and Patrick M. O'Callaghan. "Behavior Change and Perceptions of Change: Evaluating the Effectiveness of a Token Economy." Child & Family Behavior Therapy 26, no. 2 (2004): 17–36. http://dx.doi.org/10.1300/j019v26n02_02.

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23

Nastasi, Jessica A., Rebecca D. Sheppard, and Bethany R. Raiff. "Token‐economy‐based contingency management increases daily steps in adults with developmental disabilities." Behavioral Interventions 35, no. 2 (2020): 315–24. http://dx.doi.org/10.1002/bin.1711.

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24

Elliott, Stephen N., Mary Von Brock Trueting, and Sherry L. Robertson. "Acceptance of Response Cost Methods: Teachers' and Psychologists' Reactions." Canadian Journal of School Psychology 8, no. 1 (1992): 80–92. http://dx.doi.org/10.1177/082957359200800108.

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Teachers' and psychologists' ratings of three classroom interventions, a token economy, a response cost, and a response cost lottery, were compared under two levels of implementation support. The Behavior Intervention Rating Scale (BIRS), a measure of treatment acceptability and perceived effectiveness, was the major dependent measure. A directed inquiry questionnaire provided additional information concerning interventions and amount of implementation support. Results of a multivariate analysis demonstrated a significant effect for the within subject variable of intervention. However, there w

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25

Field, Clinton E., Heather M. Nash, Michael L. Handwerk, and Patrick C. Friman. "A Modification of the Token Economy for Nonresponsive Youth in Family-Style Residential Care." Behavior Modification 28, no. 3 (2004): 438–57. http://dx.doi.org/10.1177/0145445503258995.

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26

Rice, Marnie E., Vernon L. Quinsey, and Randerson Houghton. "Predicting treatment outcome and recidivism among patients in a maximum security token economy." Behavioral Sciences & the Law 8, no. 3 (1990): 313–26. http://dx.doi.org/10.1002/bsl.2370080312.

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27

Hegel, M. Thomas. "Application of a token economy with a non-compliant closed head-injured male." Brain Injury 2, no. 4 (1988): 333–38. http://dx.doi.org/10.3109/02699058809150904.

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28

Rosenstein, Leslie D., and Robert F. Price. "Shaping a normal rate of eating using audiotaped pacing in conjunction with a token economy." Neuropsychological Rehabilitation 4, no. 4 (1994): 387–98. http://dx.doi.org/10.1080/09602019408401607.

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29

Kahng, Sung Woo, James H. Boscoe, and Shannon Byrne. "THE USE OF AN ESCAPE CONTINGENCY AND A TOKEN ECONOMY TO INCREASE FOOD ACCEPTANCE." Journal of Applied Behavior Analysis 36, no. 3 (2003): 349–53. http://dx.doi.org/10.1901/jaba.2003.36-349.

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30

Hogan, William A., and Doyle Paul Johnson. "Elimination of response cost in a token economy program and improvement in behavior of emotionally disturbed youth." Behavior Therapy 16, no. 1 (1985): 87–98. http://dx.doi.org/10.1016/s0005-7894(85)80058-7.

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31

Bernard, R. S., L. L. Cohen, and K. Moffett. "A Token Economy for Exercise Adherence in Pediatric Cystic Fibrosis: A Single-Subject Analysis." Journal of Pediatric Psychology 34, no. 4 (2008): 354–65. http://dx.doi.org/10.1093/jpepsy/jsn101.

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32

Fox, David K., B. L. Hopkins, and W. Kent Anger. "THE LONG-TERM EFFECTS OF A TOKEN ECONOMY ON SAFETY PERFORMANCE IN OPEN-PIT MINING." Journal of Applied Behavior Analysis 20, no. 3 (1987): 215–24. http://dx.doi.org/10.1901/jaba.1987.20-215.

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33

LePage, James P., Kevin DelBen, Scott Pollard, et al. "Reducing assaults on an acute psychiatric unit using a token economy: a 2-year follow-up." Behavioral Interventions 18, no. 3 (2003): 179–90. http://dx.doi.org/10.1002/bin.134.

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34

Merriman, William J., Beth E. Barnett, and Eric S. Jarry. "Improving Fitness of Dually Diagnosed Adults." Perceptual and Motor Skills 83, no. 3 (1996): 999–1004. http://dx.doi.org/10.2466/pms.1996.83.3.999.

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Lack of prior research led to this study on the effect of a physical fitness program combined with a token economy reinforcement system on the physical fitness of 22 dually diagnosed adults of a day-treatment program. Between pre- and posttests, subjects participated in a 12-wk. training program of 40 to 45 min. of exercise three times a week. Subjects received tokens after each session in which they participated actively. Analysis indicated significant differences between pre- and posttest scores for muscular endurance, cardiorespiratory endurance, and flexibility but not for body composition

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35

Leblanc, Linda A., Louis P. Hagopian, and Kristen A. Maglieri. "Use of a token economy to eliminate excessive inappropriate social behavior in an adult with developmental disabilities." Behavioral Interventions 15, no. 2 (2000): 135–43. http://dx.doi.org/10.1002/(sici)1099-078x(200004/06)15:2<135::aid-bin51>3.0.co;2-3.

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36

Reitman, David, Stephen D. A. Hupp, Patrick M. O’Callaghan, Veronica Gulley, and John Northup. "The Influence of a Token Economy and Methylphenidate on Attentive and Disruptive Behavior during Sports with Adhd-Diagnosed Children." Behavior Modification 25, no. 2 (2001): 305–23. http://dx.doi.org/10.1177/0145445501252007.

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37

Mangus, Brent, Hester Henderson, and Ron French. "Implementation of a Token Economy by Peer Tutors to Increase On-Task Physical Activity Time of Autistic Children." Perceptual and Motor Skills 63, no. 1 (1986): 97–98. http://dx.doi.org/10.2466/pms.1986.63.1.97.

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The data generated in this study were graphed for visual inspection of the raw data and means. Of the 5 subjects, 4 improved their time on task on the balance beam in at least one of the intervention phases. The other subject did not improve during the intervention phases but, there was a positive slope in the final intervention phase which might have continued had the intervention been longer. Further study is required.

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38

Harris, Grant T. "The relationship between neuroleptic drug dose and the performance of psychiatric patients in a maximum security token economy program." Journal of Behavior Therapy and Experimental Psychiatry 20, no. 1 (1989): 57–67. http://dx.doi.org/10.1016/0005-7916(89)90008-6.

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39

McNEIL, J. KEVIN, and DAVID S. HART. "The Effect of Self-Government on the Aggressive Behavior of Institutionalized Delinquent Adolescents." Criminal Justice and Behavior 13, no. 4 (1986): 430–45. http://dx.doi.org/10.1177/0093854886013004005.

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A self-government program was tested for its effect on aggressive behavior of institutionalized delinquent adolescents. Twenty-three subjects, age 14 to 16 years, of whom 12 were girls, lived in a residence having an ongoing token economy. The measures of aggression were—frequency of recorded punishment by staff for verbal or physical aggression, and frequency of surreptitiously recorded aggressive behaviors during daily recreation periods. Using an ABAB withdrawal design, the results showed that introduction of self-government reduced the rate of aggressive behavior observed during recreation

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40

Ronen, Tammie, Giora Rahav, and Yochanan Wozner. "Self-Control and Enuresis." Journal of Cognitive Psychotherapy 9, no. 4 (1995): 249–58. http://dx.doi.org/10.1891/0889-8391.9.4.249.

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This paper presents the link between self-control and childhood enuresis, assuming that enuresis is maintained by deficiencies in self-control skills, whether caused by physiological, behavioral, or cognitive components. Acquisition of self-control skills is proposed as helping in eliminating enuresis. Seventy-seven enuretic children (aged 7 to 14) were randomly assigned to three treatment modes (bell and pad, token economy, and cognitive therapy) and to one control group. The self-control skills of children and their parents and the frequency of enuresis were measured before and after treatme

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41

Volpe, Robert J., Gregory I. Young, Maureen G. Piana, and Anne F. Zaslofsky. "Integrating Classwide Early Literacy Intervention and Behavioral Supports." Journal of Positive Behavior Interventions 14, no. 1 (2011): 56–64. http://dx.doi.org/10.1177/1098300711402591.

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Kindergarten Peer Assisted Learning Strategies and directly teaching and reinforcing behavioral expectations are empirically supported interventions for building early literacy skills and increasing on-task behavior, respectively. Previous research has not investigated the application of both academic and behavior interventions simultaneously to prevent reading failure. The purpose of this study was to examine the effectiveness of KPALS with and without a classroom management strategy (CMS) consisting of posting and teaching classroom expectations and reinforcing them via a token economy for 2

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42

Stocks, J. Timothy, Bruce A. Thyer, and Mariann Kearsley. "Using a token economy in a community-based residential program for disabled adults: An empirical evaluation leads to program modification." Behavioral Interventions 2, no. 3 (1987): 173–85. http://dx.doi.org/10.1002/bin.2360020306.

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43

Alperin, Alexander, Linda A. Reddy, Todd A. Glover, Nicole Breeden, Christopher Dudek, and Patrick Regan. "Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School." Clinical Case Studies 19, no. 5 (2020): 303–20. http://dx.doi.org/10.1177/1534650120935197.

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Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and te

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44

Duppong Hurley, Kristin, Matthew C. Lambert, Thomas J. Gross, Ronald W. Thompson, and Elizabeth M. Z. Farmer. "The Role of Therapeutic Alliance and Fidelity in Predicting Youth Outcomes During Therapeutic Residential Care." Journal of Emotional and Behavioral Disorders 25, no. 1 (2017): 37–45. http://dx.doi.org/10.1177/1063426616686756.

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There is a gap in understanding how the treatment fidelity aspects of adherence and quality, along with common process factors such as therapeutic alliance, impact outcomes for youth. Few studies have examined both constructs of implementation and process factors simultaneously in regard to their relationship to client outcomes. This study examined the role of (a) youth ratings of implementation quality for a provider of therapeutic residential care, (b) the records of staff ratios of positive to negative statements to youth as reported for a token economy system, and (c) youth ratings of ther

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45

Terry, Gareth, and Virginia Braun. "‘It's kind of me taking responsibility for these things’: Men, vasectomy and ‘contraceptive economies’." Feminism & Psychology 21, no. 4 (2011): 477–95. http://dx.doi.org/10.1177/0959353511419814.

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This article examines vasectomy as a gendered practice of (non)reproductive masculinity. Reporting on interview-based data, in which a number of New Zealand men made sense of the operation, this article used critical thematic analysis to extract themes from semi-structured interviews with participants who had vasectomies in ‘typical’ circumstances. Primary themes of ‘taking responsibility’ and ‘vasectomy as an act of minor heroism’ were extracted from the data. We will argue that men constructed their ‘new found’ responsibility (and the heroic slant they added to it) within an ‘economy of grat

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46

Vanzin, Laura, Valentina Mauri, Angela Valli, et al. "Clinical Effects of an ACT-Group Training in Children and Adolescents with Attention-Deficit/Hyperactivity Disorder." Journal of Child and Family Studies 29, no. 4 (2019): 1070–80. http://dx.doi.org/10.1007/s10826-019-01546-x.

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Abstract Objective The aim of the present study is evaluate the effectiveness of an Acceptance and Commitment Therapy (ACT)-based training protocol, in adjunct to token economy and previous parent training, in a sample of children with Attention-Deficit/Hyperactivity Disorder (ADHD). By promoting the reduction of immediate responses to thoughts and feelings, we aimed to reduce the impulsive behaviour of children and to improve their self-regulation. Methods The protocol was centred on awareness of the present moment, defusion and acceptance of feelings and emotions. Behavioural (Conners’ Paren

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47

Andzik, Natalie R., Elle M. Smith, and Nancy A. Neef. "Using a Token Economy to Treat Escape-Maintained Problem Behavior Without Extinction." Behavior Modification, October 21, 2020, 014544552096676. http://dx.doi.org/10.1177/0145445520966762.

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The use of extinction procedures when treating escape-maintained problem behavior can be undesirable and impractical for practitioners to use. To mitigate the risks associated with escape extinction, we explored the effectiveness of a delayed reinforcement token system without the use of extinction in school and home settings to treat escape-maintained problem behavior of students with autism spectrum disorder. In lieu of escape extinction (e.g., blocking), the researchers implemented a 30 s break contingent on problem behaviors and a token (to be exchanged at the end of the session) contingen

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48

Vergason, Cassie M., and Nicole E. Gravina. "Using a guest‐ and confederate‐delivered token economy to increase employee–guest interactions at a zoo." Journal of Applied Behavior Analysis, July 2, 2019. http://dx.doi.org/10.1002/jaba.599.

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49

Athavale, Vijay Anant. "Review of the Methodical Manual “Methodology for Determining Whether a Blockchain Token Corresponds to a Digital Asset”, author Kud A. A." International Journal of Education and Science 3, no. 3 (2020). http://dx.doi.org/10.26697/ijes.2020.3.6.

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Blockchain, so enthralling is that it ties in with technology, economics, and psychology. In this manual the author has explored it from a legal perspective, as well. Is that why people get so excited about blockchain – because there are so many different areas to think about? The fact that it is so multidisciplinary is actually more of a challenge for people than what gets them into it. Almost no one has the requisite expertise in all these different areas, so it leads to a lot of misunderstandings where people think they understand what’s going on, but only see one part of it. The manual des

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50

Vostanis, Athanasios, Ciara Padden, Aoife McTiernan, and Peter E. Langdon. "Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism." Journal of Behavioral Education, February 27, 2021. http://dx.doi.org/10.1007/s10864-021-09432-7.

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AbstractThis study compared two goal-setting approaches found in the Precision Teaching literature, namely the minimum celeration line and the beat your personal best during the mathematical practice of three male students diagnosed with autism, aged 8–9. An adapted alternating treatments design with a control condition was embedded in a concurrent multiple baseline across participants design. Each approach was randomly allocated to either the multiplication/division (×÷) table of 18 or 19, while no approach was allocated to the ×÷14 table that acted as a control. Instruction utilized number f

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