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Abstract
The effect of increased reinforcement ratios on the disruptive behavior of six conduct-problem children was studied using a single-case multiple base line design. The setting for the study was a group home environment using the Teaching Family Model (Phillips et al, 1968). The independent variable in this study was the relative rate of positive points in a token economy. During the intervention phase, Family-Teachers systematically increased the rate of reinforcement (76% or more) received by the subjects for compliance, staying on task, and other appropriate social behavior. The dependent variables were the frequency of subjects' point losses and their caretakers' ratings of the occurrence of disruptive behavior as measured by the Parent Daily Report (Patterson, 1969). Graphical results indicated that the intervention was successful for two of the three subjects demonstrating particularly high base line rates of disruptive behavior. These same two subjects also had relatively lean rates of point reinforcement before the intervention was initiated. The matching law is discussed as a potential theoretical explanation for the findings. A pooled time-series statistical analysis showed that as a group, the subjects' PDR scores and the rate of negative point interactions were significantly lower during the intervention period than during the base line period, p $<$.00l. The study's findings confirmed the concept that increasing the richness of reinforcement for appropriate social behavior is often an important element of a treatment strategy to reduce disruptive behavior.
