The effects of bonus contingencies in a classwide token program on math accuracy with middle-school students with behavioral disorders

✍ Scribed by James C. Swain; T. F. McLaughlin

• Publisher: John Wiley and Sons
• Year: 1998
• Tongue: English
• Weight: 142 KB
• Volume: 13
• Category: Article
• ISSN: 1072-0847
• DOI: 10.1002/(sici)1099-078x(199802)13:1<11::aid-bin6>3.0.co;2-1

✦ Synopsis

The eects of bonus points contingent on 80% accuracy in math with four middle-school special education students with behavior disorders were examined. A multiple-baseline design across students was used to evaluate the eects of bonus points. The overall results indicated that higher accuracy was found for math assignments during the bonus points condition than during baseline. This overall outcome was replicated for each subject in the study. The bene®ts of implementing a bonus contingency within an ongoing classroom token economy with middle-school students with behavior disorders are discussed.