THE RELATIONSHIP BETWEEN POINT EARNING BEHAVIOR AND ACADEMIC ACHIEVEMENT IN A TOKEN ECONOMY FOR EMOTIONALLY DISTURBED CHILDREN (ONTASK BEHAVIOR, BEHAVIOR MODIFICATION, PERFORMANCE).

摘要

The present study is oriented toward two perceived needs in the research on behavioral intervention: (a) the lack of a demonstrated relationship between on task behavior and academic achievement as measured by standardized tests, (b) the need to study more ongoing applied programs in the field.;On task behavior and standardized achievement were not demonstrated to be related with this sample of emotionally disturbed children. None of nine specified target behaviors observed were significantly correlated with achievement scores.;This study provided a data based assessment of the application of a token program on an ongoing basis. Though no relationship could be discerned with this sample, it is recommended that replications be carried out with additional samples of emotionally disturbed children to help determine which behaviors might be related to standardized achievement with these children. An analysis and evaluation of the development and operation of the herein described program is presented as an impetus in this regard.;Forty (N = 40) emotionally disturbed children were tested with standardized reading tests before and after spending an academic year in a token economy program. The points which the students earned for exhibiting specific on task behaviors in the token economy were correlated with the achievement scores.