Sponsor
Portland State University. Department of Psychology
First Advisor
Gerald Guthrie
Date of Publication
1975
Document Type
Thesis
Degree Name
Master of Science (M.S.) in Psychology
Department
Psychology
Language
English
Subjects
Problem children, Classroom management, Academic achievement
DOI
10.15760/etd.2203
Physical Description
35 pages
Abstract
The present experiment was designed to determine if the implementation of a token economy program to decrease disruptive behavior in a classroom would result in improved academic performance in children. The hypothesis proposed was that there is a relationship between quiet classroom behavior and academic performance. Both the children who were disruptive and those who attended to the disruptions had lost time during which they should have been attending to appropriate subject matter. If this Inappropriate attending time were reduced, the children should have more time to attend to class work resulting in improved academic performance.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/14581
Recommended Citation
Lillig Cotter, Kay Delores, "A Functional Analysis of the Effects of a Token Economy Program on Attending Behavior in Children and Subsequent Test Performance" (1975). Dissertations and Theses. Paper 2206.
https://doi.org/10.15760/etd.2203