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Key Concepts and Terms in Qualitative and Quantitative Research

CATHERINE C. LACERNA-MARTINEZ

Graduate School Student

DR. MAURO ALLAN P. AMPARADO, Ph.D., MBA, MAN

Graduate School Professor

Reporting Date: June 29, 2011

ACTIVITY:

Successful behavior modification techniques for young children in schools

This study concluded that a token economy can statistically alter the behaviors of preschool children during its active phase. It is important to note that the disruptive behavior of the children only increased for a 5 day period after the removal of the reward system. The implementation and then removal of the system did not cause any permanent changes in behavior, when post data was compared to baseline using a dependent t-test. Therefore, in order to maintain classroom cohesion the token economy system needs to be in place consistently. Further studies that employ a token economy system for a longer period of time would provide greater insight on the possibility of permanently modifying behaviors. A system which fades the delivery of the reward while molding children to self-gratify may be another possible study to further examine the effects of the token reward system in preschoolers.

Modifications may be necessary for children in the classroom diagnosed with a developmental or behavioral disorder. In this study one child was labeled as having Pervasive Developmental Delay and Attention Deficit Hyperactivity Disorder. Modifications were only made to the reward incentive the child was working towards; instead of a weekly reinforcer inventory the child had new items or activities added to the drawer each day. This was done because the child with developmental disorders may have a difficult time maintaining motivation and sometimes requires unusual items that may not be appealing to the other children. It is important to note that motivating items are an absolute necessity for the system to work properly.

Without a highly...