PEER AND COLLEGE‐STUDENT TUTORING AS REINFORCEMENT IN A TOKEN ECONOMY1
- 1 June 1976
- journal article
- research article
- Published by Wiley in Journal of Applied Behavior Analysis
- Vol. 9 (2) , 169-177
- https://doi.org/10.1901/jaba.1976.9-169
Abstract
Eighteen second-grade children initially received feedback in the form of nonredeemable tokens for reducing their disruptive classroom behavior. Four types of tutoring were then introduced in a Latin Square Design: noncontingent tutoring from fifth-grade peers, contingent peer tutoring, noncontingent college tutoring, and contingent college tutoring. No significant difference was found in the level of disruptive behavior of those children tutored by fifth-grade peers or college students, but contingent tutoring was significantly effective in reducing disruptive classroom behavior.Keywords
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