Effects of Consequences on Production Rates of Trainable Retarded and Severely Emotionally Disturbed Students in a Public School Workshop

This paper reports a demonstration of how social praise, production charts, and money were used contingently to increase the production rates of retarded and severely emo- tionally disturbed students. Results suggest that the systematic manipulation of such conse- quences did result in differential increases in productivity. A statistical analysis of parts of data suggests that IQ scores were independent of average production rates.