Abstract
This study used a multielement baseline design to analyze the effects of token rewards delivered contingent upon completion of math problems by 2 middle‐school boys. Time spent on math and number of work pages completed increased (with high accuracy) during reward conditions and were maintained during fading and withdrawal. At follow‐up, time spent and work pages completed remained well above baseline for 1 boy and fell below for the other, while accuracy remained high and ratings of liking math were the highest possible for both boys. Overall, the results are inconsistent with warnings about use of token rewards to motivate children.
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