Increasing Student On-Task Behavior in a Juvenile Detention Day School Through the Use of a Token Procedure Implemented by Juvenile Correctional Officers

Abstract

Abstract Education is important for all children. This is especially true for students in detention facilities where they may receive less than optimal learning opportunities. Among many barriers to students in detention facilities receiving a quality education is the students’ lack of on-task behavior or engaging in frequent classroom disruptions (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). Researchers have used differential reinforcement procedures in classroom settings to increase student on-task behaviors (Heering & Wilder, 2006; Kelly & Bushell, 1987; Lo & Cartledge, 2006). Additionally, token economies have been used to improve delinquent youths’ behaviors such as academic performance and appropriate classroom behaviors (Bednar, Zelhart, Greathouse, & Weinberg, 1970; Seymour & Sanson-Fisher, 1975; Tyler, 1967; Tyler & Brown, 1968). Although token economies have often been used with delinquent youth in detention facilities, minimal research exists on teaching juvenile correctional officers (JCOs) to implement token procedures to increase appropriate youth behaviors in a detention day school. Therefore, the purpose of the current study was to evaluate the effects of a differential reinforcement of alternative behavior (DRA) token procedure, implemented by juvenile correctional officers (JCOs), on the on-task behavior of detention day school student participants. JCO participants were taught how to implement the DRA token procedure using behavioral skills training (BST). Results demonstrated that BST was effective in teaching the JCO participants how to implement the DRA token procedure and the DRA token procedure was effective in increasing the on-task behavior of detention day school student participants attending a detention day school.