A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom.
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| Title: | A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom. |
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| Authors: | Ayvazo, Shiri1 shiri.ayvazo@mx.kinneret.ac.i, Fraidlin, Avner2, Maimon, Ronit Kankazil3 |
| Source: | International Journal of Special Education. 2022, Vol. 37 Issue 1, p50-61. 12p. 1 Chart. |
| Subject Terms: | *Self-contained classrooms, *Self-evaluation, *Language arts |
| Abstract: | Students with disruptive, impulse-control, and conduct disorders exhibit persistent problem behaviors that interfere with learning and instruction. Support interventions for these students should match their specific needs, such as learning to direct their behavior in the school setting. In this pilot study, we compared the efficacy of two universal teacher practices on a self-contained fifth-grade classroom student's Active Student Responding (ASR) and generalized on-task behavior. Token reinforcement, which was teacher-managed and commonly used in the classroom, and self-evaluation (SE), which was student-managed and novel for the teacher and the student. Interventions were evaluated during language arts lessons using a single-case Alternating Treatments Design. Findings demonstrated that the student's ASR comparatively improved under both interventions and ontask behavior mildly increased. The moderately positive impact of the two practices on ASR is discussed with emphasis on the appropriateness of SE for participants with emotional-behavioral disorders. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 158434820 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ayvazo%2C+Shiri%22">Ayvazo, Shiri</searchLink><relatesTo>1</relatesTo><i> shiri.ayvazo@mx.kinneret.ac.i</i><br /><searchLink fieldCode="AR" term="%22Fraidlin%2C+Avner%22">Fraidlin, Avner</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Maimon%2C+Ronit+Kankazil%22">Maimon, Ronit Kankazil</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2022, Vol. 37 Issue 1, p50-61. 12p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-contained+classrooms%22">Self-contained classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Students with disruptive, impulse-control, and conduct disorders exhibit persistent problem behaviors that interfere with learning and instruction. Support interventions for these students should match their specific needs, such as learning to direct their behavior in the school setting. In this pilot study, we compared the efficacy of two universal teacher practices on a self-contained fifth-grade classroom student's Active Student Responding (ASR) and generalized on-task behavior. Token reinforcement, which was teacher-managed and commonly used in the classroom, and self-evaluation (SE), which was student-managed and novel for the teacher and the student. Interventions were evaluated during language arts lessons using a single-case Alternating Treatments Design. Findings demonstrated that the student's ASR comparatively improved under both interventions and ontask behavior mildly increased. The moderately positive impact of the two practices on ASR is discussed with emphasis on the appropriateness of SE for participants with emotional-behavioral disorders. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158434820 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.52291/ijse.2022.37.26 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 50 Subjects: – SubjectFull: Self-contained classrooms Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Language arts Type: general Titles: – TitleFull: A Single-Case Examination of Token Reinforcement and Self-Evaluation in a Self-Contained Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ayvazo, Shiri – PersonEntity: Name: NameFull: Fraidlin, Avner – PersonEntity: Name: NameFull: Maimon, Ronit Kankazil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 37 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Special Education Type: main |
| ResultId | 1 |
