1. TOKEN ECONOMY REWARD SYSTEM By: Melanie Ma CBSE 7202 NET

2. TABLE OF CONTENTS  RESEARCH DESIGN………………………………………………………. 3  THREATS TO INTERNAL/EXTERNAL VALIDITY………………….. 4  SAMPLE PRE/POST SURVEY QUESTIONS…………………………... 5  PROPOSED DATA ANALYSIS……………………………………………. 6  REFERENCES………………………………………………………………. 8

3. RESEARCH DESIGN Pre-Experimental Design: One-Shot Case Study Symbolic Design: XO The experimental group is exposed to a treatment (X) and then observations (O) are made. Pre and post surveys are used to measure the differences caused by the treatment. Observations and treatments are conducted in a first and second grade (six to seven year old students) private afterschool tutoring setting.

4. THREATS INTERNAL History: Unforeseeable events such as the principal implementing a reward system can affect the students’ behavior. Maturation: As students mature or as time progress, students might lose interest in the rewards. Novelty: The teacher’s concern about the students’ behavior can cause students to be more aware of their behavior. Experimental Mortality: Students changing classes can lower the amount of participants in the research. Instrumentation: The observation period is too short to determine how students act throughout the whole afterschool session. Differential Selection of Subjects: Socioeconomic status affects the attractiveness of the rewards distributed. EXTERNAL Multiple Treatment: It is difficult to determine if a positive behavior occurs because the student wants a reward or because the act of the positive behavior is appropriate in a certain situation. Reactive Arrangements/Participants Effect: Hawthorne Effect- Students behave well due to being observed by the researcher. Treatment Diffusion: Students might discuss with each other about their reasons why they behave the way they do in the classroom during the research. Experimenter Effects: A strict experimenter might decrease the occurrence of negative behavior.

5. Sample Pre/Post Survey Questions LIKERT 1.I like to be recognized when I do something positive in the classroom. [1 ] Strongly Disagree [2] Disagree [3 ] Agree [4] Strongly Agree 2. I like to behave to receive a reward in the classroom. [1 ] Strongly Disagree [2] Disagree [3 ] Agree [4] Strongly Agree FREQUENCY 1.How often do you think rewards should be given in the classroom? [1] Never [2] Once a week [3] 3-5 times a week [4] Everyday 2. How often do you receive a reward in the classroom? [1] Never [2] Once a week [3] 3-5 times a week [4] Everyday

6. PROPOSED DATA StudentPre Survey 143 244 The correlation coefficient was unable to be calculated due to two data points located on the same x axis. However, there is an upward trend such that as students are recognized for their positive behavior, they are likely to be well-behaved in the classroom. Correlation Coefficient: N/A Pre Survey Questions: x: I like to be recognized when I do something positive in the classroom. y: I like to behave to receive a reward in the classroom. Class # 1: First Grade

7. PROPOSED DATA StudentPre Survey 134 244 333 There is a moderate positive correlation between the x and y values due to minimal data. However, there is an upward trend that as students are recognized for their positive behavior, they are likely to be well-behaved in the classroom. Correlation Coefficient: 0.5 Pre Survey Questions: x: I like to be recognized when I do something positive in the classroom. y: I like to behave to receive a reward in the classroom. Class # 2: Second Grade

8. REFERENCES O ’ Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/ http://bbhosted.cuny.edu/webapps/portal/