The effects of token reinforcement versus cognitive behavior modification on learning-disabled students' math skills

The effects of token reinforcement, cognitive behavior modification, and direct instruction on learning-disabled students' math skills were compared. Math skills were measured by 2-minute classroom timings of basic addition and subtraction problems, and the Stanford Diagnostic Mathematics Test. Treatment was provided to 94 students for 4 weeks in daily 1-hour sessions. Significant differential gain between treatment and direct instruction groups in achievement test scores was found, F(4, 182) = 4.03, p<.01. Token reinforcement and cognitive behavior modification were found to be equally effective. All three groups improved with 2-minute classroom timings, F(2, 91) = 8.53,p<.001. Retention of skills for both treatments was maintained over a 2-week no-treatment period. Teachers' social validity ratings indicated differences between the two treatments relative to student behaviors and teacher roles. It is concluded that token reinforcement and cognitive behavior modification are equally effective techniques to remediate learning-disabled students' math achievement, and both are superior to direct instruction in some cases.