Southern Illinois University.
J Appl Behav Anal. 1973 Spring;6(1):125-30. doi: 10.1901/jaba.1973.6-125.
The response latency of following directions by an 8-yr-old boy from a class for emotionally disturbed children was modified by the contingent application of a token system. To demonstrate reinforcer effectiveness, a multiple baseline approach was used. Measures were obtained for the time elapsed between the presentation of verbal directions and five performances: (1) entering the experimental room, (2) putting toys away, (3) beginning academic work, (4) putting toys away again, and (5) returning to the classroom and completing preparations for leaving school. These five measures were placed on the token system at three different times. The results demonstrated that four of the five performances were clearly affected by the token system as their response latency for following directions decreased substantially.
一个情绪障碍儿童班的 8 岁男孩在接受指示时的反应潜伏期可以通过代币制的随机应用进行调整。为了证明强化物的有效性，采用了多基线设计方法。在口头指示呈现和五次表现之间测量时间间隔：（1）进入实验室，（2）收拾玩具，（3）开始学术工作，（4）再次收拾玩具，以及（5）返回教室并完成离开学校的准备工作。这五个措施在代币制中分别在三个不同的时间点进行。结果表明，五次表现中有四次明显受到代币制的影响，因为他们的反应潜伏期大大降低。
