| Summary: | This study examined the effects of an individualized token reinforcement system, administered with the Beanfee software, on problem behavior and academic engagement of four 7- to 10-year-old male students in a public school in the capital area of Iceland. One 2nd grade teacher and one 4th grade teacher nominated two students each for participation due to persistent problem behavior and lack of academic engagement. Individualized token reinforcement systems were created with Beanfee, with behavioral goals of working well in class, staying in their area, and following teacher instructions. Teachers assessed and gave feedback on participants´ target behavior at the end of each lesson through the Beanfee software, where participants also assessed their own behavior. Parents checked assessments through the Beanfee software at home and provided back-up reinforcers for reaching daily goals. Intervention for each participant lasted 4-6 weeks. Procedural fidelity was assessed 26 times and was 95.4% on average. Problem behavior was measured with a partial interval recording and academic engagement with a whole intervel recording. Inter-observer agreement was assessed in 25.3% of all measurements and was 94% on average. A multiple baseline design across participants showed that disruptive behavior decreased visibly in each case (66.9% on average) and academic engagement increased (150% on average) following Beanfee intervention. Questionnaires revealed high social validity of the Beanfee intervention. Results indicate that individualized Beanfee token reinforcement systems administered by teachers in collaboration with students and their parents, can reduce persistent problem behavior and promote academic engagement in inclusive classrooms. Þessi rannsókn kannaði áhrif einstaklingsmiðaðra hvatningarkerfa með Beanfee hugbúnaðinum á truflandi hegðun og námsástundun fjögurra karlkyns nemenda á aldrinum 7 til 10 ára í fjölmennum grunnskóla á höfuðborgarsvæðinu. Allir þátttakendur höfðu sögu um langvarandi hegðunarvanda og ...
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