| Summary: | 碩士 === 國立彰化師範大學 === 特殊教育學系在職進修專班 === 90 === The Experimental Effects of the Token Reinforcement Program
On the Improvement of an ADD Student’s On-task Behavior
Abstract
The purpose of this study is to investigate into the experimental effects of the token reinforcement program to improve an ADD student’s on-task behavior. The subject was a 4th grade girl, ages 9, who studied in regular class. She was assumed to have attention deficit disorder（ADD） problem via individual information collecting and direct behavioral observation.
A multiple baselines across settings design of the single-subject experimentation was adopted as the research. The independence variable is the token reinforcement program, and the dependence variable is the interval percentage of on-task behavior responses. The experimental settings involve Mandarin, mathematics and social study lessons; Each forty-minute-session is took down on every Monday, Wednesday, and Friday.
To attain the results of this study, the data collected are analyzed by visual analysis and C statistics. The interobserver reliability reaches 87.44%; the social validity of this study is based on the surveys of the teachers, parents and the subject. The results of this study can be summarized as follows：
1. The token reinforcement program is able to increase the interval percentage of an ADD student’s on-task behavior in the three different settings.
2. The student’s on-task behavior improvement of social study lessons is superior to that of mathematics and Mandarin lessons； in the three courses mentioned above, the student’s performance of mathematics lessons appears to be least stable.
3. The maintenance effect during both Mandarin lessons and mathematics lessons are not obvious, however social study lessons’ maintenance performance is obvious.
Research discussions and recommendations are provided for the parents, teachers, and related researchers.
key words：token reinforcement program, ADD, on-task behavior.
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