Abstract
The influence of different methods of dispensing reinforcers earned by a target subject on that subject's behavior was examined with two mentally retarded children enrolled in a special education classroom. In separate experiments, each child received tokens contingent upon attentive behavior. The different methods of dispensing reinforcers consisted of exchanging the tokens for back-up events for oneself or for the entire class. The two methods of exchanging tokens were compared in separate simultaneous-treatment designs for each child. The simultaneous-treatment design permits a comparison of different treatments with an individual subject. The treatments are administered in the same phase but are balanced across different time periods during which they are implemented. In each experiment, earning tokens that purchased back-up events for the entire class was more effective in altering the target subject's behavior than was earning tokens that purchased back-up events for oneself. In addition, the simultaneous-treatment design was demonstrated to be a useful technique to compare treatments with individual subjects.
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