Abstract
Many times contingency management procedures have been difficult to implement by a single teacher. In this report such procedures were used by a single teacher to increase the mean percent correct and decrease the time for the sixth-grade portion of a combination fifth/sixth grade class to complete sets of math problems. In Exp. I the pupils increased their accuracy of performance and maintained perfect scores as well as decreased the amount of time to complete math problems involving ratios when they were given token reinforcement points for doing so. Points could be used to purchase privileges in an ongoing token (point) economy ( McLaughlin & Malaby, 1971, 1972). When the class was given points for poor performance and more time to complete the problems, performance decreased and the time to complete the problems increased. A replication of each procedure of awarding points was accomplished with similar results. In Exp. I1 the results were also replicated with problems that required the pupils to multiply improper fractions. The pupils did not reach perfect performance, but the mean scores were quite high (range 96 to 99%). Time to complete the sets of problems decreased when the pupils were awarded points for such behavior. The results suggested that the procedures were effective, easy to implement, and involved little of the teacher's time. Pupils enjoyed the procedures and were active participants.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
