A motivational environment for behaviorally deviant junior high school students

Ronald C. Heaton; Daniel J. Safer; Richard P. Allen; Nicholas C. Spinnato; Fred M. Prumo

doi:10.1007/BF00917763

A motivational environment for behaviorally deviant junior high school students

Ronald C. Heaton, Daniel J. Safer, Richard P. Allen, Nicholas C. Spinnato, Fred M. Prumo

Research output: Contribution to journal › Article › peer-review

Abstract

A contingency management program was established in a junior high school to better manage and educate students having histories of severe misconduct. School administrators selected 46 eighth-graders having multiple suspensions for misbehavior. Students (N=32) in two of the schools remained in traditional programs, serving as controls, whereas students (N=14) in the third school participated in a token reinforcement program. Reinforcers provided in the afternoon were contingent upon achievement and discipline during morning academic periods. Home-based reinforcers were established to support school behavior. Compared with the control group, significant reductions in negative school behavior as well as greater increases in academic achievement were obtained for the treatment group, thus supporting the efficacy of contingency management for adolescent school misbehavior.

Original language	English (US)
Pages (from-to)	263-275
Number of pages	13
Journal	Journal of Abnormal Child Psychology
Volume	4
Issue number	3
DOIs	https://doi.org/10.1007/BF00917763
State	Published - Sep 1 1976
Externally published	Yes

ASJC Scopus subject areas

Developmental and Educational Psychology
Psychiatry and Mental health

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abstract = "A contingency management program was established in a junior high school to better manage and educate students having histories of severe misconduct. School administrators selected 46 eighth-graders having multiple suspensions for misbehavior. Students (N=32) in two of the schools remained in traditional programs, serving as controls, whereas students (N=14) in the third school participated in a token reinforcement program. Reinforcers provided in the afternoon were contingent upon achievement and discipline during morning academic periods. Home-based reinforcers were established to support school behavior. Compared with the control group, significant reductions in negative school behavior as well as greater increases in academic achievement were obtained for the treatment group, thus supporting the efficacy of contingency management for adolescent school misbehavior.",

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AU - Safer, Daniel J.

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AU - Spinnato, Nicholas C.

AU - Prumo, Fred M.

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