Heaton R C, Safer D J, Allen R P, Spinnato N C, Prumo F M
J Abnorm Child Psychol. 1976;4(3):263-75. doi: 10.1007/BF00917763.
A contingency management program was established in a junior high school to better manage and educate students having histories of severe misconduct. School administration selected 46 eighth-graders having multiple suspensions for misbehavior. Students (N = 32) in two of the schools remained in traditional programs, serving as controls, whereas students (N = 14) in the third school participated in a token reinforcement program. Reinforcers provided in the afternoon were contingent upon achievement and discipline during morning academic periods. Home-based reinforcers were established to support school behavior. Compared with the control group, significant reductions in negative school behavior as well as greater increases in academic achievement were obtained for the treatment group, thus supporting the efficacy of contingency management for adolescents school misbehavior.
一所初中设立了一个应急管理项目，以更好地管理和教育有严重不当行为历史的学生。学校管理层挑选了46名因行为不端多次被停学的八年级学生。其中两所学校的32名学生留在传统项目中作为对照组，而第三所学校的14名学生参加了代币强化项目。下午提供的强化物取决于上午学习期间的成绩和纪律情况。还设立了家庭强化物以支持在校行为。与对照组相比，治疗组的负面学校行为显著减少，学业成绩提高得更多，从而支持了应急管理对青少年学校不当行为的有效性。
