Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior

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 ef...

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Bibliographic Details
Published in:Psychology in the schools 2004-03, Vol.41 (3), p.351-361
Main Authors: Filcheck, Holly A., McNeil, Cheryl B., Greco, Laurie A., Bernard, Rebecca S.
Format: Article
Language:English
Subjects:
Behavior Modification
Behavior Problems
Biological and medical sciences
Classroom Techniques
Comparative Analysis
Educational psychology
Fundamental and applied biological sciences. Psychology
Interaction
Measurement Techniques
Parent Child Relationship
Preschool Children
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Rewards
Teacher
Therapy
Token Economy
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Summary: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. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 351–361, 2004.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.10168