A comparison of the effects of two PBIS token reinforcement systems on appropriately-engaged behavior
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.