Achievement Place: development of the elected manager system

A series of experiments was carried out to compare several administrative systems at Achievement Place, a family style behavior modification program for pre-delinquent boys. One aspect of the motivation system at Achievement Place was the token economy in which the youths could earn or lose points that could be exchanged for privileges. Several arrangements for assigning routine tasks and for providing token consequences for task performance were compared for their effectiveness in accomplishing the tasks and for their preference by the boys. The independent variables studied included: (1) individually assigned tasks versus group assigned tasks; (2) consequences for individual performance versus consequences for group performance; (3) a peer managership that could be earned by the highest bidder versus a peer managership that could be determined democratically by the peers. The results suggested that among those systems studied the system that best met the criteria of effectiveness and preference involved a democratically elected peer manager who had the authority both to give and to take away points for his peers' performances.     

Using a guest- and confederate-delivered token economy to increase employee–guest interactions at a zoo

The present study used a token economy to promote guest greetings by employees at a zoological facility. Guests and confederate guests delivered tokens to zoo employees for making eye contact from 10 ft (3.05 m) away and verbally greeting guests from 5 ft (1.52 m) away (called a 10–5 interaction) and the tokens were exchangeable for small prizes. An ABAB design was used to evaluate the intervention. Results showed increases of 35.3 and 45.0% in correct employee–guest interactions in each intervention phase compared to baseline, thus suggesting that a guest-delivered token economy is an effective way to improve guest greetings. Limitations of the current study and opportunities for future research are discussed.     

Intrinsic reinforcers in a classroom token economy

An inexpensive, easily managed token economy was used in a normal classroom for one academic year, and data were collected for the entire academic performance in spelling, language, handwriting, and math for that year. During a baseline period, assignment completion was variable. The introduction of a token economy with a point exchange every five days increased assignment completion and decreased variability of performance. An application of a token economy that had a point exchange averaging four days was accompanied by an assignment completion rate that approximated 100%. A reinforcement contingency for which quiet behavior rather than for assignment completion was eased quiet behavior was accompanied by a marked diminution of assignment completion. A reintroduction of the token reinforcement for assignment completion system increased assignment completion again.     

Management of chronic psychiatric patients by a token reinforcement system

A token reinforcement system for the reduction of institutionalized behavior in a chronic psychiatric ward is described. Quantitative assessments were made of the effects of the system on five types of positively reinforced behavior, two types of unreinforced behavior, and two types of fined behavior. To assess whether these effects were a function of the token procedures, three experiments were carried out, the first removing tokens for a brief period, the second making tokens non-contingent on behavior, and the third removing fines in one area while maintaining them in another. The token procedures were found to be the source of the observed improvements.     

Use of primary and secondary reinforcers after performance of a 1 mile walk/run by boys with attention deficit hyperactivity disorder

Based on visual inspection of time (sec.) across 8 exercise sessions for each, 3 reinforcement techniques of mainly token exchange and verbal praise paired with token exchange, were mildly associated with improvement of the cardiovascular performances of 5 young boys with ADHD. Specific reinforcement techniques improved time for this 1-mile walk/run by 5 boys with ADHD.     

Sex-Stereotyped and Nonstereotyped Introductions of New Toys in the Preschool Classroom: An Observational Study of Teacher Behavior and Its Effects

In Study 1, the behavior of teachers in introducing sex-typed and nonsex-typed toys in the classroom was observed in nine preschool classes. Results indicated that teachers called on more boys to demonstrate a "masculine" toy than girls, p<01. No significant differences were found in the mean number of boys and girls called on to demonstrate "neutral" or "feminine" toys. However, teachers were more variable in demonstrating the sex-typed feminine toys than the nonstereotyped toy, p<05. In a second study, two sets of toys, each including five dolls and five trucks, were introduced using stereotyped and nonstereotyped introductions to two classes of 3- and 4-year-old children. No significant sex differences in toy choices were found following the nonstereotyped introductions. Following the stereotyped introductions, the children's toy choices were consistent with sex-role stereotypes. These results are consistent with laboratory studies suggesting that bias in the introduction of toys by adults may contribute to the sex-typing of specific activities.     

The development of adaptive choice in a self-control paradigm

Sixteen girls (ages 4, 6, 9, and 12) performed on concurrent-chain schedules of reinforcement. The initial links were variable-interval 10-s schedules, and the terminal links offered a long delay (20, 30, 40, or 50 s) followed by two tokens or a short delay (10 s) followed by one token. Tokens were used to buy toys and sweets. The effect of increasing the delay to the large reward differed significantly across age groups. Whereas 6- and 9-year-olds maintained a strong preference for the larger, more delayed reward under all delay conditions, half of the 4-year-olds and all the 12-year-olds showed increasing preference for the small reward as the delay to the large reward increased. The results suggest a two-stage account of the development of self-control. In the first stage, behavior is increasingly controlled by reward size, as children learn how to wait for delayed rewards, and in the second phase behavior is increasingly controlled by reward rate, as children learn when it is in fact profitable to wait.     

A FADED BEDTIME WITH RESPONSE COST PROTOCOL FOR TREATMENT OF MULTIPLE SLEEP PROBLEMS IN CHILDREN

The sleep-wake cycles of 4 developmentally delayed individuals with longstanding severe sleep disturbances were regulated using a faded bedtime procedure with response cost. Bedtimes were systematically delayed for each individual, thus increasing the probability of short latency to sleep onset. The response cost component, consisting of removing the individual from bed for 1 hour, was implemented when an individual did not experience short latency to sleep onset. A fading procedure was then applied successfully to advance the bedtimes and to gradually increase durations of sleep. Specifically, all 4 individuals had decreased amounts of nighttime sleep that increased following treatment. Two of the 4 individuals showed excessive daytime sleep that decreased following treatment. Three of the 4 individuals experienced decreases in night wakings following treatment. Both environmental and biological manipulations of the sleep-wake cycle are hypothesized as mechanisms of treatment. The relative advantages of this procedure over other procedures for the treatment of pediatric sleep disorders are discussed, as are directions for future research.     

Case study: Improving the social interactions of a group home resident with severe and multiple disabilities

A 43-year-old man with severe mental retardation and sensory impairments and a long history of behavior problems was taught to interact more appropriately with staff members at his community-based group home. The following behaviors were targeted for change within a multiple baseline design: use of an appropriate cueing response to initiate a conversation; keeping his hands to himself when conversing with another; and not ‘badgering’ people by repeating the same question over and over. Instructions and feedback produced small, unstable improvements in the subject's behavior. When token reinforcement was added to the treatment package, large and immediate improvements were noted. The improved levels of social interactions were maintained after token reinforcement was withdrawn, suggesting the operation of naturally occurring contingencies of reinforcement.     

Control of preference in children by conditioned positive reinforcement

A preference measure was employed with children to evaluate the conditioned positive reinforcing function of a stimulus that preceded reinforcement. A match-to-sample procedure was arranged in which subjects could respond to either the form or color dimension of a compound sample stimulus. Intermittent token reinforcement was provided equally for color and form matches. Two stimuli were employed (Stimulus A and Stimulus B), each consisting of a distinctive tone and colored light. One of these stimuli (the paired stimulus) preceded each token delivery, and the other did not (nonpaired stimulus). The paired stimulus was dependent upon each response to one match dimension, and the nonpaired stimulus followed each response to the other dimension. Three of the five subjects responded primarily to the dimension that was followed by the paired stimulus. This effect was obtained regardless of which stimulus (A or B) was paired and on which match dimension (color or form) the paired stimulus was dependent. These results were unaltered by discontinuing the nonpaired stimulus. The other two subjects demonstrated consistent preferences for the form dimension and Stimulus A, respectively.     

Teaching spontaneous requests to children with autism using a time delay procedure with multi-component toys

Children with autism were taught spontaneous requests through a time delay procedure. Unlike previous research, which usually employed food as the target stimuli to be requested, the present study used toy pieces from multi-component toys. The procedure involved presenting a child with the target stimulus, with the trainer prompting the child by immediately modeling the request response. When the response was imitated without error, prompting was delayed with the time interval gradually being increased over trials. A spontaneous or imitated response was reinforced by giving the child the requested object. As the stimulus/model interval increased, children with autism were expected to initiate the request by themselves prior to the prompt. The efficacy of the time delay procedure was assessed using a multiple baseline across subject design with three Chinese boys with autism. Results showed that the three children acquired a 100% performance within five to nine sessions of training and the skill was maintained at the one-month and three-month followups. Furthermore, the learned response transferred to various conditions when tested across setting, person, toy, and food items. These results suggest that toys, the multi-component ones in particular, served well as reinforcers for language training. Furthermore these findings confirmed the practical utility of the time delay procedure for promoting spontaneous communication skills in children with autism.     

Stimulus control over sex-typed play in cross-gender identified boys.

Discriminative stimulus control over masculine and feminine sex-typed play behaviors was investigated in five boys, aged 5–8 yr, with “childhood crossgender identification.” Reliable observational measures of play were obtained with two sets of toys: (a) “dress-up toys” (girls' apparel vs boys' apparel), and (b) “affect toys” (maternal-nurturance play vs masculine-aggression play). With an ABA reversal intrasubject design, certain stimulus conditions (e.g., presence of father, mother, male, or female stranger) were found to be discriminative for reliable changes in sex-typed play. Sex-typed play was found to vary as a function of the social stimulus situation and as a function of the type of play response required. All children played predominantly feminine while alone in the playroom. While no single environmental stimulus was consistently discriminative for masculine play across children, at least one stimulus condition was found for each subject under which he played predominantly masculine.     

USING DIFFERENTIAL REINFORCEMENT TO DECREASE ACADEMIC RESPONSE LATENCIES OF AN ADOLESCENT WITH ACQUIRED BRAIN INJURY

The present study investigated the effects of contingency‐specifying rules and a token economy to decrease the latency to comply with academic instructions by a 16‐year‐old girl with acquired brain injury. Results showed that treatment was successful in reducing academic response latencies. These results replicate previous research in which differential reinforcement was used to decrease slow responding to academic tasks.     

An analysis of a token economy in stuttering therapy

A stuttering therapy program in which adult stutterers were hospitalized and treated in small groups (n = 4) under token economy conditions is described. The Token System reinforced reductions and penalized increases in stuttering during conversation. The therapy program was divided into three stages. Initially, subjects were treated by the token system, which was then integrated with a delayed auditory feedback schedule designed to instate and shape a prolonged speech pattern into normal fluent speech. Finally, subjects passed through a speech situation hierarchy while under token control conditions. Experiments conducted in the first two stages of treatment are described. The first-stage experiments examined the design of the token system; the second-stage experiment assessed the effect of a contingent punishment schedule integrated with the delayed auditory feedback procedure in order to shape rate of speaking as well as fluency.     

Number and type of toys affect joint attention of mothers and infants

Establishing joint attention with a caregiver on a physical object provides an optimal environment for language learning for infants. In the present study, we investigated whether 12-month-olds and their mothers establish higher quality joint attention interactions in the presence of fewer compared to more toys. As a secondary goal, we investigated how different types of toys affect how mother-infant dyads establish joint attention. In a five-minute free play setting, mothers and infants participated in either Five Toy (n = 48) or Twelve Toy (n = 33) groups. They were given organizational (i.e., toys that require arrangement of parts), responsive (i.e., toys that emit sounds via manipulation), and symbolic toys (i.e., toys that elicit pretend play). Results showed that compared to the Twelve Toy group, joint attention interactions in the Five Toy group were less frequent, lasted longer, were more likely to be initiated by maternal following than by maternal directing of infants’ attention, and more likely to be coordinated in which infants demonstrated awareness of the mothers’ simultaneous attentional focus by looking at their mothers, vocalizing, or turn-taking. We further found longer joint attention durations on organizational compared to symbolic toys, which were preferred to a lesser extent by the dyads. With responsive toys, mothers were more likely to initiate joint attention by following their infants’ attention. Joint attention interactions lasted longer and were more likely to be coordinated in the second half compared to the first half of the play session, suggesting that over time it became easier for the mothers and infants to settle on certain toys for more elaborate play. In sum, mothers and infants establish higher-quality joint attention with fewer toys in general and with organizational toys in particular.     

Maintaining patients' improvements in a token economy.

Eighteen long stay male patients (diagnosis chronic schizophrenia) were involved in a six month token economy prior to random assignment to one of three experimental groups to investigate the importance of social reinforcement and other token-related variables in maintaining improvements brought about by the token system. Assessment included standardised psychiatric rating scales, nurse rating scales, and behavioural measures. Analysis of variance suggests the full token economy system produced significant improvements, but that the social factors involved in token exchanges were not demonstrably important sources of reinforcement. and that none of the variables studies at the experimental phase were critical factors. Once patients returned to a complete token system, results indicate that this may have more value in the promotion of work activities rather than social responding. It is argued that the token system provides a necessary clear structure within which nurses can encourage continuous improvements with long stay patients.     

An Evaluation of a Brief Multiple-Stimulus Without Replacement Preference Assessment Conducted in an Electronic Pictorial Format

We compared the results of a brief electronic pictorial multiple-stimulus without replacement (EP-MSWO) preference assessment to a brief tangible MSWO preference assessment in five children with autism. Results of both assessments yielded a match between high preferred (HP) toys for four participants and low preferred toys for three participants. The overall correlation between assessments across participants was strong and statistically significant (ρ = .67, p < .01). A reinforcer assessment conducted with three participants confirmed HP toys identified in the EP-MSWO functioned as reinforcers.     

ASSESSMENT AND TREATMENT OF DESTRUCTIVE BEHAVIOR MAINTAINED BY STEREOTYPIC OBJECT MANIPULATION

In the current investigation, 2 participants with mental retardation displayed property destruction and stereotypy, and both responses involved the same materials (e.g., breaking and tapping plastic objects). Three experiments were conducted (a) to indirectly assess the functions of these two responses, (b) to determine their relation to one another, and (c) to develop a treatment to reduce the more serious behavior, property destruction. In Experiment 1, previously destroyed materials were either present or absent, and their presence reduced property destruction but not stereotypy. In Experiment 2, matched toys (ones that produced sensory stimulation similar to stereotypy) were either present or absent, or were replaced by unmatched toys (for 1 participant). Matched toys produced large reductions and unmatched toys produced small reductions in property destruction and stereotypy. In Experiment 3, attempts to pick up undestroyed objects were either blocked or not blocked while matched toys were continuously available. Response blocking reduced property destruction (and attempts), prevented stereotypy, and increased manipulation of matched toys. These results suggest that the two aberrant responses formed a chain (e.g., breaking and then tapping the object), which was maintained by the sensory consequences (e.g., auditory stimulation) of the terminal response, and that previously destroyed material or matched toys made the initial response (property destruction) unnecessary.     

Decreasing driver speeding with feedback and a token economy

On-road research suggests that driver feedback combined with a token economy (a system of delayed reinforcement whereby tokens or points are distributed following a desired behaviour and are later exchanged for desired items) can reduce speeding, and that an incentive system without feedback may be sufficient to achieve this reduction. In two studies, we investigated the necessary and sufficient conditions required for this intervention to reduce speeding, and the efficacy of conducting such research using a driving simulator. Study 1 served to validate the simulator procedure. Participants completed a simulated drive while receiving feedback on their speed and a speed-based token economy. The intervention decreased their speeding compared with that of a control group. Study 2 investigated the amount of speed reduction that could be achieved with just one intervention component (i.e., feedback alone or a token economy alone) compared with feedback and a token economy combined or a control condition. Participants completed a 30-min simulated drive. Overall, drivers who received feedback combined with a token economy spent the least amount of time driving above the speed limit, had the slowest mean speed, and had the smallest standard deviation of speed. Drivers exposed to a token economy alone showed similar speed reductions. However, drivers exposed to feedback alone drove at speeds similar to control participants. Replicating these results under more realistic operating conditions could inform policy-makers and car manufacturers. Furthermore, the simulator proved a cost-effective and efficient means for examining the intervention.     

Discrimination learning of delinquent boys as a function of reinforcement contingency and delinquent subtype

Previous research has demonstrated the effectiveness of contingency management as a means of behavioral resocialization with delinquent boys on an individual basis. The present study was designed to examine and clarify systematically the reinforcement parameters that underlie the male delinquent's response to verbal and token reward and/or punishment. The principal findings of the study were: (1) Neurotic subjects performed at the highest level for punishment, at the lowest level for reward, and at an intermediate level for a combination of reward and punishment, regardless of verbal or token contingency modality. (2) Psychopathic subjects performed best for the joint verbal reward and punishment contingency, but they did not learn over trials for the joint token reward and punishment contingency. Their performance was undifferentiated at asymptote under the separate verbal and token reward or punishment contingencies. (3) Neurotic subjects performed at a significantly higher level than did psychopathic subjects for verbal and token punishment, while psychopathic subjects performed at a significantly higher level than neutric subjects for verbal and token reward.The authors wish to thank the staff and students of the Lookout Mountain School for Boys and the Golden Gate Youth Camp at Golden, Colorado, for their cooperation in this study. Special thanks are due to Mr. Loren Adlfinger, director, and Mr. George Taylor of the Lookout Mountain School for Boys, and to Mr. John P. McIlwee of the Golden Gate Youth Camp. The study was submitted in 1974 by the first author to the Graduate School of the University of Colorado in partial fulfillment of the requirements for the degree of doctor of philosophy in clinical psychology.