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. 1976 Summer;9(2):169–177. doi: 10.1901/jaba.1976.9-169

Peer and college-student tutoring as reinforcement in a token economy1

Stephen J Robertson 1,2, Denise M DeReus 1, Ronald S Drabman 1,3
PMCID: PMC1311922  PMID: 16795520

Abstract

Eighteen second-grade children initially received feedback in the form of nonredeemable tokens for reducing their disruptive classroom behavior. Four types of tutoring were then introduced in a Latin Square Design: noncontingent tutoring from fifth-grade peers, contingent peer tutoring, noncontingent college tutoring, and contingent college tutoring. No significant difference was found in the level of disruptive behavior of those children tutored by fifth-grade peers or college students, but contingent tutoring was significantly effective in reducing disruptive classroom behavior.

Keywords: academic behavior, peer tutoring, disruptive behavior, classroom control, education, feedback, peer reinforcement, material reinforcers, primary classroom, token economy, primary school children

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Selected References

These references are in PubMed. This may not be the complete list of references from this article.

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