Date of Award

8-1-2011

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Committee Chair

D. Joe Olmi

Committee Chair Department

Psychology

Committee Member 2

Daniel H. Tingstrom

Committee Member 2 Department

Psychology

Committee Member 3

Brad A. Dufrene

Committee Member 3 Department

Psychology

Committee Member 4

Sterett H. Mercer

Committee Member 4 Department

Psychology

Committee Member 5

Michael Mong

Committee Member 5 Department

Psychology

Abstract

The purpose of the present study was to compare the effects of two token reinforcement systems typically used in Positive Behavior Intervention and Supports (PBIS) within-class procedures on Appropriately Engaged Behavior (AEB). A nonconcurrent multiple baseline comparison across four classrooms was utilized to assess and compare each classroom’s mean percentage of observed intervals of appropriately engaged behavior across intervention phases and to assess for crossover effects. Each classroom’s mean percentage of observed intervals of AEB across two different intervention phases, including a store and a lottery, was assessed and compared. Results suggested that both interventions (i.e., store and lottery) were effective at increasing students’ mean percentage of AEB compared to baseline levels. However, differences between the two interventions were neither substantial nor significant.

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