Date of Award
Summer 8-1-2011
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Committee Chair
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.
Copyright
2011, Kathryn Marie Menousek
Recommended Citation
Menousek, Kathryn Marie, "A Comparison of the Effects of Two PBIS Token Reinforcement Systems on Appropriately-Engaged Behavior" (2011). Dissertations. 568.
https://aquila.usm.edu/dissertations/568