A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom

Abstract

Students with disruptive, impulse-control, and conduct disorders exhibit persistent problem behaviors that interfere with learning and instruction. Support interventions for these students should match their specific needs, such as learning to direct their behavior in the school setting. In this pilot study, we compared the efficacy of two universal teacher practices on a self-contained fifth-grade classroom student’s Active Student Responding (ASR) and generalized on-task behavior. Token reinforcement, which was teacher-managed and commonly used in the classroom, and self-evaluation (SE), which was student-managed and novel for the teacher and the student. Interventions were evaluated during language arts lessons using a single-case Alternating Treatments Design. Findings demonstrated that the student’s ASR comparatively improved under both interventions and ontask behavior mildly increased. The moderately positive impact of the two practices on ASR is discussed with emphasis on the appropriateness of SE for participants with emotional-behavioral disorders.