Effects of a Token System on Attentiveness and Punctuality in Two String Instrument Classes

Abstract

A multiple-baseline design across two behaviors was used to determine the effect of a point system on attentiveness and punctuality in two string instrument classes. Attentiveness was defined as appropriate individual musical instrument practice during class. The baseline condition included rules, public posting of progress graphs, individualized instruction, praise of appropriate behavior, and ignoring inappropriate behavior. Under the token system, students earned points for practicing and punctuality. The points were exchanged for an invitation to a class party. All students increased their practicing after the point system was initiated. In Class 1, practicing increased from 74% during baseline to 92% when the token system was in effect. Class 2 increased practicing from 54% to 85%. Punctuality was 46% and 51% during baseline and increased to 100% in both classes when the point contingency was in effect.