title: Peer and college-student tutoring as reinforcement in a token economy.
abstract: Eighteen second-grade children initially received feedback in the form of nonredeemable tokens for reducing their disruptive classroom behavior. Four types of tutoring were then introduced in a Latin Square Design: noncontingent tutoring from fifth-grade peers, contingent peer tutoring, noncontingent college tutoring, and contingent college tutoring. No significant difference was found in the level of disruptive behavior of those children tutored by fifth-grade peers or college students, but contingent tutoring was significantly effective in reducing disruptive classroom behavior.
authors.affiliation: Florida Technological University.
authors.forename: S J
authors.initials: SJ
authors.lastname: Robertson
authors.forename: D M
authors.initials: DM
authors.lastname: Dereus
authors.forename: R S
authors.initials: RS
authors.lastname: Drabman