A Practical Procedure to Maintain Pupils' Accurate Self-Rating in a Classroom Token Program

A procedure to produce and maintain accurate self-rating was examined in a special education class of a children's psychiatric facility. Four subjects completed individualized arithmetic assignments under three experimental conditions in a multiple-baseline design: Baseline, consisting of teacher-scoring; Reinforced Self-Reporting, consisting of self-scoring for reinforcement; and Surveillance, consisting of self-scoring for reinforcement and …