ABSTRACT
Although the efficacy of a variety of behavior modification treatment procedures with children has been well documented, behavioral programs which demonstrate long-range effectiveness are rare. In particular, token reinforcement procedures in classrooms have led to clear increases in both academic and appropriate social behavior, but coincident with a withdrawal of the token program there usually is a deterioration in both academic and social behavior. Some published studies document the effectiveness of certain aspects of self-management procedures with children in classrooms. E. L. Glynn showed that a class of normal ninthgrade girls using self-determined reward values improved in academic performance as much as a class with experimenter-determined rewards. K. F. Kaufman and K.D. O'Leary found that 14-year-old students in a psychiatric hospital school remained very well behaved for seven days following a teacher-administered token program when they were given full responsibility for evaluating their own behavior.
