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 | |
| State | Published - Sep 1976 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Clinical Psychology
- Psychology(all)
Cite this
A motivational environment for behaviorally deviant junior high school students. / Heaton, Ronald C.; Safer, Daniel J.; Allen, Richard; Spinnato, Nicholas C.; Prumo, Fred M.
In: Journal of Abnormal Child Psychology, Vol. 4, No. 3, 09.1976, p. 263-275.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - A motivational environment for behaviorally deviant junior high school students
AU - Heaton, Ronald C.
AU - Safer, Daniel J.
AU - Allen, Richard
AU - Spinnato, Nicholas C.
AU - Prumo, Fred M.
PY - 1976/9
Y1 - 1976/9
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0017193590&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0017193590&partnerID=8YFLogxK
U2 - 10.1007/BF00917763
DO - 10.1007/BF00917763
M3 - Article
C2 - 972209
AN - SCOPUS:0017193590
VL - 4
SP - 263
EP - 275
JO - Journal of Abnormal Child Psychology
JF - Journal of Abnormal Child Psychology
SN - 0091-0627
IS - 3
ER -