ABSTRACT
Carryover effects associated with the use of the multielement design were investigated within the context of a preschool classroom of eight boys. A reversal design incorporating a multielement-manipulation phase was used to analyze possible multiple treatment interference generated by the experimental manipulation. The results of the first three phases (corresponding to a conventional ABA design) indicated that token reinforcement was effective in increasing the target behavior: appropriate rest-time behavior of the class as measured by planned activity checks. Following introduction of the multielement manipulation the target behavior sharply increased during non-treatment days as well.
