The purpose of this study was to test social and token reinforcements as an intervention to help eliminate behavior problems that are common in children with Bipolar Disorder. The subject was a six-year-old Caucasian boy diagnosed as bipolar. The experiment was performed during eight non-consecutive group therapy sessions. It was hypothesized that there would be a significant difference in behavior from the baseline measures as compared to post-reinforcement measures. The hypothesis was proven wrong however, because results show the baseline and post-reinforcement measures were almost identical. It was concluded that although the results were not significant, the data shows there was a significant amount of positive change in behavior. Since the reinforcers were not implemented long enough to create any lasting effects, once the use of the reinforcements was ceased, behavior returned to the baseline level.
","abstract_html":"<p>The purpose of this study was to test social and token reinforcements as an intervention to help eliminate behavior problems that are common in children with Bipolar Disorder. The subject was a six-year-old Caucasian boy diagnosed as bipolar. The experiment was performed during eight non-consecutive group therapy sessions. It was hypothesized that there would be a significant difference in behavior from the baseline measures as compared to post-reinforcement measures. The hypothesis was proven wrong however, because results show the baseline and post-reinforcement measures were almost identical. It was concluded that although the results were not significant, the data shows there was a significant amount of positive change in behavior. Since the reinforcers were not implemented long enough to create any lasting effects, once the use of the reinforcements was ceased, behavior returned to the baseline level.</p>","abstract_has_math":false,"creators":["Agin, Rachel"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Klanderman, John","Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-04T07:00:00Z","date_published":"2004-05-04T07:00:00Z","updated_at":"2026-07-24T04:13:58Z","subjects":["Behavior disorders in children--Treatment; Children with mental disabilities--Behavior modification; Manic-depressive illness in children; Token economy (Psychology)","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1101","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Klanderman, John","Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Agin, Rachel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavior disorders in children--Treatment; Children with mental disabilities--Behavior modification; Manic-depressive illness in children; Token economy (Psychology)","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1101"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to test social and token reinforcements as an intervention to help eliminate behavior problems that are common in children with Bipolar Disorder. The subject was a six-year-old Caucasian boy diagnosed as bipolar. The experiment was performed during eight non-consecutive group therapy sessions. It was hypothesized that there would be a significant difference in behavior from the baseline measures as compared to post-reinforcement measures. The hypothesis was proven wrong however, because results show the baseline and post-reinforcement measures were almost identical. It was concluded that although the results were not significant, the data shows there was a significant amount of positive change in behavior. Since the reinforcers were not implemented long enough to create any lasting effects, once the use of the reinforcements was ceased, behavior returned to the baseline level.
"]},{"key":"dc:title","label":"Title","values":["Reinforcements as an intervention in children with bipolar disorder"]}]}],"canonical_facts":{"dc:contributor":["Klanderman, John","Dihoff, Roberta"],"dc:creator":["Agin, Rachel"],"dc:date.available":["2016-04-20T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to test social and token reinforcements as an intervention to help eliminate behavior problems that are common in children with Bipolar Disorder. The subject was a six-year-old Caucasian boy diagnosed as bipolar. The experiment was performed during eight non-consecutive group therapy sessions. It was hypothesized that there would be a significant difference in behavior from the baseline measures as compared to post-reinforcement measures. The hypothesis was proven wrong however, because results show the baseline and post-reinforcement measures were almost identical. It was concluded that although the results were not significant, the data shows there was a significant amount of positive change in behavior. Since the reinforcers were not implemented long enough to create any lasting effects, once the use of the reinforcements was ceased, behavior returned to the baseline level.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1101"],"dc:subject":["Behavior disorders in children--Treatment; Children with mental disabilities--Behavior modification; Manic-depressive illness in children; Token economy (Psychology)","Educational Psychology"],"dc:title":["Reinforcements as an intervention in children with bipolar disorder"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:58Z"}