Systematisk evaluering av belønningsøkonomi som verktøy i klasserommet for elever med utfordrende atferd

A systematic evaluation of token economies as a classroom management tool for students with challenging behavior

Forfattere
Maggin, D. M. Chafouleas, S. M. Goddard, K. M. Johnson, A. H.
Årstall
2011
Tidsskrift
Journal of School Psychology
Volum
49
Sider
529-554
A two-part systematic review was undertaken to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties. The first part of the review utilized the recently published What Works Clearinghouse (WWC) standards for evaluating single-subject research to determine the extent to which eligible studies demonstrated sufficient evidence to classify the token economy as an evidence-based practice. The second part of the review employed meta-analytic techniques across four different types of effect sizes to evaluate the quantitative strength of the findings. Methodological strengths and weaknesses across the studies were systematically investigated. Results indicated that the extant research on token economies does not provide sufficient evidence to be deemed best-practice based on the WWC criteria. Published by Elsevier Ltd. on behalf of Society for the Study of School Psychology.

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Tiltaksnivå

Tidlig innsats

Tema

Psykiske vansker og lidelser

Atferdsproblemer

Utagerende/utfordrende atferd (uro, bråk)

Tiltak

Psykososiale hjelpetiltak

Belønningsbaserte tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

Ungdom (13-18 år)

Uklar aldersgruppe

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