Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with Attention-Deficit/Hyperactivity Disorder

The present investigation compared the effects of a token reinforcement and a response cost intervention in reducing the disruptive behavior of four p reschool children with attention-deficit/hyperactivity disorder. The result s of a single-subject withdrawal design counterbalanced between participant s showed that both interventions were effective in reducing disruptive stud ent behavior. Both interventions were rated as highly acceptable by the chi ldren's preschool teachers, although the teachers expressed a preference fo r response cost. Implications of the results are discussed for future resea rch and practice.