TY - JOUR
T1 - Self-management in the classroom
T2 - Self-imposed response cost versus self-reward
AU - Humphrey, Laura L.
AU - Karoly, Paul
AU - Kirschenbaum, Daniel S.
PY - 1978/9
Y1 - 1978/9
N2 - The effects of self-imposed fines were contrasted with effects of self-administered rewards on academic and social classroom behavior. Within the context of a classroom token economy, baseline assessments were followed by the first self-management phase during which children either fined or rewarded themselves contingent upon academic performance. After a period of program withdrawal, children who had self-rewarded then self-imposed response cost and vice versa. Results showed that, during self-management phases relative to baselines, participants (a) improved their reading rates (increase in number of reading papers attempted=58%), (b) engaged in less disruptive behavior (decline =34%), (c) maintained accurate work on reading papers, and (d) generalized performance increments to workbook reading (but only during the first half of the experiment). Both self-management procedures were effective, although self-reward improved reading rates and workbook performance to a somewhat greater extent.
AB - The effects of self-imposed fines were contrasted with effects of self-administered rewards on academic and social classroom behavior. Within the context of a classroom token economy, baseline assessments were followed by the first self-management phase during which children either fined or rewarded themselves contingent upon academic performance. After a period of program withdrawal, children who had self-rewarded then self-imposed response cost and vice versa. Results showed that, during self-management phases relative to baselines, participants (a) improved their reading rates (increase in number of reading papers attempted=58%), (b) engaged in less disruptive behavior (decline =34%), (c) maintained accurate work on reading papers, and (d) generalized performance increments to workbook reading (but only during the first half of the experiment). Both self-management procedures were effective, although self-reward improved reading rates and workbook performance to a somewhat greater extent.
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U2 - 10.1016/S0005-7894(78)80132-4
DO - 10.1016/S0005-7894(78)80132-4
M3 - Article
AN - SCOPUS:0018252092
SN - 0005-7894
VL - 9
SP - 592
EP - 601
JO - Behavior Therapy
JF - Behavior Therapy
IS - 4
ER -