Managing classroom behavior of Head Start children using response cost and token economy procedures

The efficacy of three behavior management techniques used in a Head Start classroom was examined. The three techniques included: (a) techniques currently used by the teacher, (b) response cost, and (c) the Level System (token economy). The current study used an ABACA single subject withdrawal design with follow-up where all conditions were implemented until stability was reached. Classroom behavior was evaluated by both behavioral observation and teacher report. Children's behavior, teacher skill, number of time-outs, and satisfaction with behavior management techniques (i.e., teacher, parent, and child) were examined. No conclusions could be made concerning the efficacy (i.e., inappropriate behavior, class manageability, number of time-outs) of the techniques. The teacher reported more satisfaction with current strategies, parents with the Level System, and students with the response cost program. Finally, teachers used more labeled praise statements and fewer critical statements during the Level System condition than all other conditions.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2004

Author dc:creator

• Tiano, Jennifer D.

Contributors dc:contributor

• Cheryl B. McNeil.
• Cynthia M. Anderson
• Lindsey L. Cohen

• Behavioral psychology
• Early childhood education

Identifier

https://researchrepository.wvu.edu/etd/814

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1817