Behavior Modification of Children with Learning Disabilities Using Grades as Tokens and Allowances as Back up Reinforcers

Abstract

The modification of academic behaviors of children in a learning disabilities class was undertaken by arranging for events such as amount of teacher attention, recess, and quality of weekly grade reports to be consequences for academic progress. As academic behaviors achieved with these consequences stabilized at less than an optimal level, the children's parents agreed to have the children earn their allowances on the basis of the weekly grade reports. This token reinforcement system, with grades as tokens and with allowances as added back up reinforcers, significantly increased the children's academic behaviors.

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