The Effect of Token Reinforcement on Wisc-R Performance for Fifth- Through Ninth-Grade American Indians.

Thirteen American Indian students in the fifth through ninth grades were administered the WISC-R under standardized conditions; another twelve were tested under standardized procedures, but received token reinforcement immediately following each correct response. Tokens were exchangeable for a variety of back-up rewards. Performance IQ scores were significantly higher than verbal IQ scores for both groups. The token reinforcement group scored significantly higher (12 points) than the control group on the full scale IQ. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]