Differential effects of token reinforcement on instruction-following behavior in retarded students instructed as a group.

Abstract

This study was addressed to the problem of applying behavior modification techniques on a group basis to a class of retarded students with "attentional deficits". Seven boys, age 8 to 15 yr, characterized as showing severe "attentional" problems or disruptive behavior in their respective classrooms, participated daily for 30-min sessions in a special class… (More)

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@article{Zimmerman1969DifferentialEO, title={Differential effects of token reinforcement on instruction-following behavior in retarded students instructed as a group.}, author={E. H. Zimmerman and J. Zimmerman and C. D. Russell}, journal={Journal of applied behavior analysis}, year={1969}, volume={2 2}, pages={101-12} }