Token+Economy

Lisa Breidenbach SPED 843  Dr. Aronin  Spring 2011

Token Economy

__Description of Intervention Method __  A token economy is a program in which a student or group of students earn tokens (points) when they display agreed upon appropriate behavior. They later exchange the tokens for reinforcers which include privileges, objects, or preferred activities.

There are eight steps to implementing a token economy. The first step to establishing a token economy is to determine the behavior(s) to be changed. These goals can be behavior, academic, or classroom skills, but they should be measureable and specific enough this it is observable. The second step is to select an item to be used as the token. The token should be inexpensive, easy to hand-out, difficult to counterfeit, and age-level appropriate (safe). Examples include marbles, pennies, and plastic chips. For younger or disabled students, stickers, holes punched in cards or points might be more appropriate due to safety reasons. The next step is to set the token value and time interval for the behavior(s). Each of the goals may have the equal values, or the goals may be weighted differently. If goals are weighted, then values should be relative to the difficulty of the goal. Tokens can also be earned for achieving a goal or a portion of the goal. For example, two tokens can be earned for completing 90% or more of the activities and assignments for a day, and one token may be earned for completing 75% or more of the activities and assignments for a day. The fourth step is to determine the time interval that constitutes achieving the goal. The length of time will vary by behavior and student. It may be thirty minutes, or a half-day. A guide to setting the time interval is half as long as the student is capable of achieving. For example, if baseline data indicates that a student can raise his hand without blurting-out for twenty minutes, then set the time interval of the goal of raising his hand and waiting to be called on for ten minutes. The fifth step is to decide upon motivating reinforcers. It is critical that the student should have input on the reinforcers so they are motivated to continue trying instead of giving-up. The next step is to determine the cost of each reinforcer (when tokens are exchanged for the reinforcer). Again, students should also have input on when they may exchange their tokens for reinforcers. Usually, token values should be high enough that they can trade them in each day for the reinforcer. The seventh step is to keep track of points or tokens earned. The student should always be able to find out how many tokens they have earned. Students should understand that they are responsible for not losing their tokens. If more than one behavior is targeted, then use a point system so students can see which behavior is improving, and where it is possible to earn more tokens (points). For example, points can be recorded on a sheet that students carry from room to room or on a chart that is posted in the classroom. The eighth and final step is to monitor the progress of the intervention, and modify behavior goals, reinforcers, and time intervals as necessary. When students consistently achieve their behavior goal, then it is time to work with the student(s) to establish new target behaviors. If students are consistently not earning tokens, then fewer goals should be targeted or the time intervals should be shortened.

__Types of Students Who Benefit from the Method __ The target audience is one child, a group of children, or an entire classroom of children. This intervention is appropriate for both genders and with children who are in pre-school through high school. This intervention can be used with most behaviors.

__Qualifications for Using the Method __ The person using this intervention does not need special training, but they should have an understanding of the method and they need to be organized.

__Costs of Using the Method __ Token economies do require time, and sometimes money. Handing out tokens or recording points requires classroom time (minutes away from academics). Depending on the tokens and reinforcers, this intervention may require that money be spent on objects that can be used as tokens and/or reinforcers. Although, tokens can include points on a chart or holes punched in paper and motivating reinforcers can also include privileges, such as leaving for lunch one minute early, or preferred activities such as computer time. Therefore this method may not cost any money.

__Potential Risks with Using the Method __ Be prepared for students to hoard tokens, and then “coast” for a while, by not doing work or not behaving appropriately. This can be reduced by putting an expiration date on the tokens or having an auction. Another side-effect is that the target behavior may deteriorate after a fading process begins. This can be countered by returning to the time of distributing tokens every time the target behavior is achieved for a short time. A final disadvantage of using a token economy is that it’s more complicated than other interventions although a simply token economy can be as effective as a complicated one.

__<span style="font-family: 'Times New Roman',Times,serif;">Benefits of Using the Method __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">A benefit to using a token economy is that it can be a continuous way of providing feedback to students.

__<span style="font-family: 'Times New Roman',Times,serif;">Settings for Method Use __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">Token economies can be used at school or at home.

__<span style="font-family: 'Times New Roman',Times,serif;">Field’s Attitude Towards the Method __ <span style="font-family: 'Times New Roman',Times,serif; font-size: 11pt;">This intervention is often used in a general education setting as well as a special education setting. It can be successful in both settings provided it is implemented correctly. Some professionals view a token economy as a powerful data-based behavior intervention while others view it as a form of bribery.

<span style="display: block; font-family: 'Times New Roman',Times,serif; text-align: center;">Summary of Research Study

<span style="font-family: 'Times New Roman',Times,serif;">Klimas, A., & McLaughlin, T. F. (2007). "The effects of a token economy system to improve social and academic behavior with a rural primary aged child with disabilities." //International Journal of Special Education, 22,// 72-77.

__<span style="font-family: 'Times New Roman',Times,serif;">Description of Subjects __ <span style="font-family: 'Times New Roman',Times,serif;">The only subject in this study was 6-year-old Tasha, a kindergarten student. She was a enrolled in a primary kindergarten through third grade developmentally impaired classroom. Her behaviors included running in the classroom, screaming, refusing to work or participate academically, hitting, kicking, mimicking other student's inappropriate behavior, and climbing over furniture. She only attends school in the morning due to misbehaviors.

__<span style="font-family: 'Times New Roman',Times,serif;">Description of Research Design __ <span style="font-family: 'Times New Roman',Times,serif;">This study used an ABC single-subject design. A baseline was completed in three sessions. During this time, the student was asked to complete three assignments with prompting to keep her on task. At the time of the baseline, a classwide response cost token economy was in place. If a student refused to work or follow directions then a student was pulled. This resulted in a loss of privileges if three tickets were pulled in a day.

<span style="font-family: 'Times New Roman',Times,serif;"> Six sessions were conducted using a three token system. During these sessions a poker chip was given to the student to put on the board every time Tasha completed an assignment. After she received three chips, she was able to complete a 5-minute preferred activity.

<span style="font-family: 'Times New Roman',Times,serif;"> Data was collected for eight sessions using a five token system to check for maintenace. During this phase, Tasha was given a poker chip every time she completed an assignment. When five tokens were put on the board, she was able to complete a preferred activity during her 5-minute break. She would then clear the board and begin again.

__<span style="font-family: 'Times New Roman',Times,serif;">Dependent Variable __ There were three dependent variables. They were the length of time it took to complete a task, the number of assignments completed during a 30-minute period, and the number of inappropriate behaviors displayed in a 30-minute period. Inappropriate behaviors were defined as any behavior which interfered with her completing her work such as those listed in the description of the subject.

__<span style="font-family: 'Times New Roman',Times,serif;">Independent Variable __ The independent variable was a three-token and five-token response-cost economy.

__<span style="font-family: 'Times New Roman',Times,serif;">Summary of Results __ <span style="font-family: 'Times New Roman',Times,serif;">During the baseline, Tasha took an average of 10 minutes to complete an assignment and there was an average of 3.3 inappropriate behaviors during a 30 minute interval. While completing the three token system, she completed an assignment in an average of four minutes and no inappropriate behaviors were recorded. During the five token economy system, Tasha completed an assignment in an average of 4.6 minutes and there was one inappropriate behavior. She is attending a general education classroom full-time using a token economy system.