As
defined by Zirpoli (2008) a token economy is described as a “symbolic reinforcement
system” (p.321). It works on the premise
of reinforcing certain appropriate behaviors which students can exchange for
objects or activities that have been designated as reinforcing. After the
students have been introduced and use to how it operates, students then learn
to associate the exchanges as producers of reinforces and the tokens then
become valuable and desirable. In the
establishment of token program it should possess certain characteristics such as
tokens should be tangible, students should be able to physically handle tokens,
students must be able to exchange tokens for tangible reinforces, students
should not be able to obtain tokens from another source other than teacher, and
students should know how system works.
Over
several weeks I have noticed several inappropriate behaviors exhibited by some of
my students. I have decided to use a
token reinforcement program for elementary 3rd grade students. My
first step is to identify the target behaviors I want to increase. I will also
be thinking of appropriate behaviors that are compatible with the inappropriate
behaviors the students are exhibiting. I have developed a list of three target
behaviors that will be reinforced within my token economy program:
§
wandering around the room
§
keeping hands to self
§
raising hand to be recognized by teacher, before
speaking out
After
identifying my three target behaviors, I will now need to choose the medium of
exchange, or what I will use as reinforcers. Reinforcers can vary from food and
drinks, time to participate in specific activities, social and verbal praise (Zirpoli,
2008). I have chosen to use play money
(coins) because my students are learning to count money and this would also be
a good opportunity to teach math skills while reinforcing appropriate classroom
behaviors. Money rather it is play or real is a good token system for kids,
especially elementary age students. Students’ working with money gain valuable
math concepts such as making change, counting, etc. and reinforcing money
skills (Wallin, 2010). In addition reinforcements that use money are easy to
reinforce and inexpensive to use with students.
My
next step is to identify reinforcers the students will be able to purchase with
the tokens they earn. To help facilitate
this step, I will be talking with my students about the plan and asking them
for reinforcement suggestions. My students are very excited and gave me many
suggestions to think about using. Some of their suggestions would not work and
some will, so I let them know what will work and what won’t work and why.
In
the development of this program, and from my student’s suggestions I have developed
10 reinforcers and many back up activities for reinforcement menu: students can
receive 5 minutes of extra computer time, 5 minutes of extra free time at the
reading center, being first in line for 1 day, being the class leader for 1
day, extra notepad paper, extra time at the recreation center, picking an extra
book to read, bringing a positive note from home, picking your own seat assignment
for 1 day, taking an extra trip to water fountain, picking and reading a story
to the class, taking an extra trip to library, pick an extra toy from toy bin,
pick any colored pencil from pencil bin, class helper for 1 day.
After
choosing three target behaviors and 15 reinforcers, I next will display on two
sheets of card-stock paper on a wall in the classroom for all students to see. I
decided that a student will earn one token each time I observe a student
exhibiting appropriate behavior for any of the target behaviors. The students will be able to exchange their
tokens for reinforcers every Friday after lunch. In case some students are not ready to
exchange their tokens on the given day, I will allow them the opportunity to
save them if they desire to do so. To
further help reinforce student behaviors, I have also developed a contingency
contract. A contingency contract is a written behavioral contract between a
student and teacher in relation to specific target behavior and the exchange of
specific consequences (Zirpoli, 2008). Below is an example of a contingency
contract for one of my students:
Contingency Contract
(Student’s name)
______________________________________will
demonstrate the following appropriate
behaviors in the classroom:
1.
Come to class
sit down and not wander in classroom.
2.
Respect others
by keeping hands to self.
3.
Ask for help
when needed by raising hand and getting teacher’s attention.
(Teacher’s name)
_______________________________will
provide the following reinforcement:
1.
Five tokens for
the completion of each of the three objectives. Tokens for the first two
objectives will be provided at the beginning of class after class has begun.
Tokens for objective 3 will be given to student at the end of the school
day.
2.
Tokens may be
exchanged for activities on the Classroom Reinforcement Menu after lunch on
Fridays.
Student’s signature
Teacher’s signature
_________________ __________________________
___________
Date
|
Figure
1: Contingency Contract between student and teacher in my class. This figure illustrates specific target
behaviors and the exchange of specific consequences.
According
to Barkley (1990) “behaviors targeted for change should be defined in terms of
what the child should do, rather than what child should stop doing (p.1). Generalization
according to Zirpoli (2008) refers to the degree to which a behavior change
adapts to other settings, situations, or behavior relative to those behavior
changes. In addition, there are two types of generalization to use and they are
response and stimuli generalization. In
an attempt to promote and reinforce generalization of the program, I will do it
in several ways, such as teaching appropriate behaviors in a natural classroom
setting and within multiple settings, implement behavior changes among several
teachers, pinpoint common elements between designated teaching settings and
other environments in which I want the behavior to be generalized in, connect
artificial reinforcers such as tokens (play money) with natural reinforcers and
consequences and using verbal praise in the natural environment setting, the
classroom. I will also consider making modifications in the program when
teaching students how to use the tokens and verbally reinforcing generalization
of skills when desired behaviors are met after I begin the program.
Token
economies are efficient programs that teachers can use in helping to shape and
mold a student’s inappropriate classroom behaviors. As previously stated by
Zirpoli (2008) token economy programs are described as a form of a “symbolic
reinforcement system” (p.321) and through a series of token exchanges can help
promote and maintain certain behaviors students are exhibiting in a natural
setting such as a classroom. As Barkley (1990)
adds token economy programs are very effective and “powerful behavioral
interventions for improving school behavior” (p.1). In addition, he adds that
token programs give students real and tangible incentives not typically seen in
the classroom setting, and have the advantage of giving students immediate
rewards as they develop appropriate classroom behaviors.
References
Barkley, R.A. (1990, April, n.d.). Classroom token
economies. Retrieved April
14, 2011, from
Zirpoli, T. J. (2008). Behavior
management: Applications for teachers (5th ed.). Upper
Saddle River, NJ:
Pearson Education
Wallin, J. (2010, April, n.d.). Teaching children with autism: visual supports-token economies.
Retrieved April
14, 2011, form
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