Using a Whole-Class Token Economy and Coaching of Teacher Skills in a Preschool Classroom to Manage Disruptive Behavior

Autor/inn/en	Filcheck, Holly A.; McNeil, Cheryl B.; Greco, Laurie A.; Bernard, Rebecca S.
Titel	Using a Whole-Class Token Economy and Coaching of Teacher Skills in a Preschool Classroom to Manage Disruptive Behavior
Quelle	In: Psychology in the Schools, 41 (2004) 3, S.351-361 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.10168
Schlagwörter	Behavior Problems; Rewards; Interaction; Token Economy; Behavior Modification; Classroom Techniques; Preschool Children; Comparative Analysis; Parent Child Relationship; Therapy; Measurement Techniques + Suchen Sie Ihr Suchwort? Reward; Belohnung; Interaktion; Token-Programm; Behaviour modification; Verhaltensänderung; Klassenführung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Therapie; Messtechnik
Abstract	The Level System is a whole-classroom approach for managing disruptive behavior that utilizes behavioral management strategies such as a token economy, response cost, stimulating rewards, and strategic attention. Using an ABACC' treatment comparison design with follow-up, this study evaluated the effectiveness of the Level System in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child-Directed Interaction (CDI) and Parent-Directed Interaction (PDI) phases of Parent-Child Interaction Therapy (PCIT). Teacher- and parent-report measures were administered, and behavioral observation data were collected for child and teacher behavior using videotapes. Results suggested that the amount of inappropriate behavior exhibited by children decreased when the Level System was implemented. Additionally, inappropriate behavior decreased further during the CDI and PDI conditions. (Contains 4 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10