Teacher Preference for Response Cost and Differential Reinforcement of Alternative Behavior within Token Economies

摘要

Previous research on implementer preference for behavioral interventions is limited. This study empirically evaluated teachers' preference for implementing two types of token economies in a classroom to increase on-task behavior of students. The two types of token economies were response cost and differential reinforcement of alternative behavior implemented using an interdependent group contingency. The results showed both teachers preferred response cost over differential reinforcement of alternative behavior.