NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918166
Record Type: Journal
Publication Date: 2011-Apr
Pages: 10
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1098-3007
Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior
Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark
Journal of Positive Behavior Interventions, v13 n2 p87-96 Apr 2011
The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C = self-management) design with a maintenance phase was used. Results show improvements in appropriate classroom behavior and academic engagement during the token economy and self-management phases. The improvements were maintained 2, 4, and 8 weeks after the study ended and the classroom teacher continued to use the self-management system with the target students and independently created and implemented a classwide self-management system. Social validity data suggested a strong teacher preference for the self-management intervention because of its ease of implementation and focus on student responsibility. Implications for future research are discussed. (Contains 3 figures and 1 table.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas