Effects of self‐monitoring, token reinforcement and different back‐up reinforcers on the classroom behaviour of retardates

Abstract

Following a baseline observation period, a class of intellectually handicapped boys were given opportunities to monitor and record their own behaviour as on‐task or off‐task. Following this self‐monitoring phase, the self‐administered check‐marks were used as tokens and exchanged for back‐up consequences, which were initially low‐value objects for consumption (possession). These were later increased in value, and finally changed to access consequences (the opportunity to play with but not possess). Self‐monitoring alone produced a significant increment in the externally assessed level of on‐task behaviour. Only when access back‐up consequences were introduced was there a further significant increment. Provision of high‐value consumption consequences was followed by a loss of accuracy in self‐monitoring, and reduction in on‐task behaviour to baseline levels. The study demonstrated the extension of a self‐control procedure to retardates, the importance of separately measuring the effect of self‐monitoring on the target behaviour, and the need for appropriate selection of back‐up consequences.

Additional information

Notes on contributors

Peter Coleman

Peter Coleman, Psychological Service, Department of Education, Taupo, New Zealand

Neville M. Blampied

Neville M. Blainpied is Senior Lecturer, Psychology Department, University of Canterbury, Christchurch, New Zealand (address for off‐prints)