Classroom behavior of retarded pupils with token reinforcement

Abstract It was the practice in an experimental programmed instruction classroom to reinforce correct responses with knowledge of results, verbal approval, and tokens. The tokens, check marks, were exchanged at the end of each class for an item from an array of edibles, inexpensive toys, and school supplies. To determine if the token reinforcement was essential to the relatively high levels of accuracy and rates of studying maintained by the retarded pupils, tokens were not dispensed for a period of at least 21 days and were then reinstated. Daily records of items completed, percentage of errors, and disruptive behavior were kept. During the no-token period three general patterns of results were obtained: (1) Five of the 15 pupils showed no measurable change in performance. (2) Six pupils increased either markedly in over-all percentage of erros or sufficiently to reduce progress in the programs. (3) Four pupils showed an increase in percentage of errors, a decline (or considerable variability) in amount of studying, and an increase in disruptive behavior. Baseline performance was recovered in these 10 pupils when token reinforcement was reinstated.