Center for Behavioral Education and Research, Neag School of Education, University of Connecticut, Storrs, CT 06269, United States.
J Sch Psychol. 2011 Oct;49(5):529-54. doi: 10.1016/j.jsp.2011.05.001. Epub 2011 Jun 28.
A two-part systematic review was undertaken to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties. The first part of the review utilized the recently published What Works Clearinghouse (WWC) standards for evaluating single-subject research to determine the extent to which eligible studies demonstrated sufficient evidence to classify the token economy as an evidence-based practice. The second part of the review employed meta-analytic techniques across four different types of effect sizes to evaluate the quantitative strength of the findings. Methodological strengths and weaknesses across the studies were systematically investigated. Results indicated that the extant research on token economies does not provide sufficient evidence to be deemed best-practice based on the WWC criteria.
一项两部分的系统评价旨在评估代币经济在提高表现出行为困难的学生适当课堂行为率方面的有效性。第一部分评价利用最近发布的用于评估单一被试研究的“有效实践推广协作网”（What Works Clearinghouse，简称 WWC）标准，以确定有资格的研究在多大程度上证明代币经济具有足够的证据，可将其归类为循证实践。第二部分评价利用四种不同类型的效应量的元分析技术来评估研究结果的定量强度。系统地研究了研究中的方法学优势和劣势。结果表明，代币经济的现有研究没有提供足够的证据，根据 WWC 标准，不能被认为是最佳实践。
