Bradley-Johnson, S., Graham, D. P., & Johnson, C. M. (1986). Token reinforcement on WISC-R performance for white, low-socioeconomic, upper and lower elementary-school-age students . Journal of School Psychology , 24 (1), 73–79. https://doi.org/10.1016/0022-4405(86)90044-0
Bradley-Johnson, S., Graham, D. P., & Johnson, C. M. (1986). Token reinforcement on WISC-R performance for white, low-socioeconomic, upper and lower elementary-school-age students. Journal of School Psychology, 24(1), 73–79. https://doi.org/10.1016/0022-4405(86)90044-0
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Summary
Accommodation
The test was administered under two conditions: Standardized procedure, Token reinforcement immediately following each correct response.
Participants
The study included 20 control subjects (10 first and second graders, 10 fourth and fifth graders) and 20 experimental group subjects (10 first and second graders, 10 fourth and fifth graders). All subjects were Caucasian and of low socioeconomic status.
Dependent Variable
Two tests were administered to each child: Slosson Intelligence Test (1975) to make sure groups had equal IQ ranges, WISC-R Intelligence Test.
Findings
The children who received immediate tangible reinforcement scored significantly higher on WISC-R Verbal, Performance, and Full Scale scores than the children who received only the standardized administration procedures.