Galbraith, G., Ott, J., & Johnson, C. M. (1986). The effects of token reinforcement on WISC-R performance of low-socioeconomic Hispanic second-graders . Behavioral Assessment , 8 (2), 191–194. http://psycnet.apa.org/psycinfo/1987-11110-001
Galbraith, G., Ott, J., & Johnson, C. M. (1986). The effects of token reinforcement on WISC-R performance of low-socioeconomic Hispanic second-graders. Behavioral Assessment, 8(2), 191–194. http://psycnet.apa.org/psycinfo/1987-11110-001
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Summary
Accommodation
Half of the participants earned tokens (reinforcement) immediately following each correct response.
Participants
Thirty Hispanic second-graders participated in the study. All were low-income students, and were performing satisfactorily in regular education classrooms.
Dependent Variable
The Verbal, Performance, and Total Scale IQ scores on the Weschler Intelligence Scale for Children-Revised (WISC-R) served as the dependent variable.
Findings
The token reinforcement group scored significantly higher than the control group on the Full Scale IQ and the Performance Scale IQ. Scores for the token-reinforcement group were marginally significantly higher than the control group on the Verbal Performance Scale IQ.