Portland State University. Department of Psychology
Date of Publication
Master of Science (M.S.) in Psychology
Problem children, Classroom management, Academic achievement
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.
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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.