Abstract
A review of the literature reveals that numerous applications of operant techniques to the treatment and education of behavior disordered children have accumulated. The use of token economy programs has been particularly widespread (Kazdin, 1977). Today it is common practice for educators to apply such a procedure. The rationale for introducing a token system is usually that more conventional strategies (i.e., grades, teacher attention) have not had the desired impact (O'Leary & Becker, 1967). A well-executed token system has considerable empirical support regarding its positive influence on both social and academic problems (Kazdin, 1977). In the discussion that follows, the token economy operating within the special education section of a residential treatment facility for behavior disordered children and youngsters is presented. Particular attention is given to indivi dualization of treatment programming steps intended to increase the durability and gen eralizability of treatment gains beyond the residential setting.
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