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Tokeneconomytips

The document provides tips and resources for teachers on implementing a token economy system, which uses positive reinforcement through tokens to encourage and reward desired behaviors. It explains how to set up a token economy by identifying target behaviors, determining motivating reinforcers, and establishing a system for students to earn tokens to exchange for rewards. Guidelines are also provided on teaching the token economy and gradually fading its use as appropriate behaviors are learned.

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169 views2 pages

Tokeneconomytips

The document provides tips and resources for teachers on implementing a token economy system, which uses positive reinforcement through tokens to encourage and reward desired behaviors. It explains how to set up a token economy by identifying target behaviors, determining motivating reinforcers, and establishing a system for students to earn tokens to exchange for rewards. Guidelines are also provided on teaching the token economy and gradually fading its use as appropriate behaviors are learned.

Uploaded by

api-506887230
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Token Economy

TIPS AND RESOURCES FOR TEACHERS

pictures of Elmo or Thomas the Tank Engine, while for an older


student it may be more appropriate to use coins, stars, or a punch
card.

Token economies can take on a wide variety of forms. They can


range from very simple, short-lived systems to more complex
systems that require the student to work for days or even weeks
before earning his reward, but this may require a significant
amount of time. These systems should grow and develop as the
student learns.

Teaching and Implementing a Token


Economy
In the early stages of teaching the token economy, pair social
What is a Token Economy? praise with the tokens by giving a high five, a pat on the back, or
Token economies are based on the principles of applied behavior tickles while at the same time labeling the behavior with “good
analysis (ABA) and emphasize the use of positive reinforcement sitting!” or “awesome reading!”
to target behavior change. Token economies help students to
visualize progress, accept and work for delayed reinforcement, School staff and family members working with the student may
learn to self-monitor, and learn to regulate behavior. share the responsibility of distributing tokens but as stated pre-
viously, they should be consistent in their distribution of tokens
Developing a Token Economy and exchanges of the back-up reinforcer. Flood the student with
When developing a token economy, first identify and define the tokens in the beginning so that access to the back-up reinforcer is
behavior to be changed (i.e., target behavior). Then, determine frequent.
what items or activities will be motivating to the student. To
identify these items/activities, it is often helpful to complete a When introducing a token economy, remember that it is a new
reinforcer survey. Teachers may use the results of the survey to tool for the student and will require a learning phase. The student
develop a menu of items and activities (i.e., reinforcer menu) may be resistant until he/she has had several opportunities to
that have been identified as possible motivators (i.e., back-up successfully earn back-up reinforcers. Once the student learns
reinforcers) for the student. that earning tokens leads to the back-up reinforcer, gradually
lengthen the time between giving tokens and/or increase the
Back-up reinforcers should be items/activities that are easily number of tokens required.
introduced and removed; generally, access to the back-up rein-
forcer should be 5 minutes or less. In addition to tangible objects As the time intervals between delivery of tokens and/or number of
and activities, also include some items that are frequently available tokens required increase, continue to pair token delivery with lots
in the student’s natural environment on the reinforcer menu. of social praise. This will teach the student delayed gratification.
When possible, limit access to items/activities on the reinforcer
menu to times when the token economy is in use. This will both When a student has earned the pre-determined number of tokens,
reduce the possibilities of the student getting bored with any one he/she should be encouraged to remove the tokens from the
reinforcer and increase motivational value of the reinforcer. board and to exchange them for the selected back-up reinforcer
or allow him/her to choose one from the menu. Upon exchange,
Next, determine how many tokens need to be earned before the student should be given immediate access to the back-up
gaining access to the back-up reinforcer; start by requiring a small reinforcer.
number of tokens (e.g., 3 to 5) and gradually increase that number
when appropriate. It may be helpful to limit the student’s choices to 2-3 items/
activities as opposed to an entire menu of reinforcers. Allowing
Decide what to use as the tokens and match these to the age the student to participate in the token economy at this level may
and level of the student. For a young student, you may use small increase his/her own sense of control over the situation as well

Please see reverse.


Token Economy
TIPS AND RESOURCES FOR TEACHERS

as ensure that the selected reinforcer is indeed motivating to the Treatment and Research Institute for Autism
student at that moment in time. Spectrum Disorders (TRIAD)
TRIAD is a Vanderbilt Kennedy Center program dedicated to
Fading a Token Economy improving assessment and treatment services for children with
The goal of the token economy is to teach appropriate behaviors autism spectrum disorders and their families while advancing
that will generalize to use in the natural environment. Therefore, knowledge and training. See TRIAD.vumc.org or call
it is necessary to have a plan for fading the token economy to (615) 936-0267.
prevent the student from developing a dependence on it.
Tennessee Disability Pathfinder
As the student becomes increasingly successful in response to the Tennessee Disability Pathfinder is a free statewide phone, web,
token economy, increasing appropriate behavior and decreasing and print referral service in English and Spanish. It connects the
inappropriate behavior, you can begin fading the token system. Tennessee disability community with service providers and
Keep in mind that even after a token economy has been success- resources. Its website database has over 3,000 agencies
fully faded, there may be a time in the future when the student searchable by Tennessee county and service. Pathfinder is a
will again benefit from use. project of the VKC, TN Council on Developmental Disabilities,
TN Department of Health, and the TN Department of
A token economy can be faded by dispensing tokens in an Intellectual and Developmental Disabilities. Contact
increasingly random and intermittent fashion and requiring more www.familypathfinder.org, (615) 322-8529, toll-free
tokens to access the back-up reinforcers. Additionally, the use of (800) 640-4636.
tangible reinforcers can be faded and replaced with reinforcers
that are more readily available in the natural environment. Other Resources

When appropriate, control of the token economy may also be Printable Behavior Charts:
transferred to the student as part of the fading process. This
• http://freeprintablebehaviorcharts.com/
can be accomplished by allowing the student the opportunity to
• www.stickersandcharts.com/
do some or all of the following: identify behaviors to target for
• www.chartjungle.com/behavior.html
change, determine how many tokens should be earned, determine
• www.handipoints.com/printable-chart/
when to dispense tokens, and determine when to exchange tokens Chore Charts:
for the back-up reinforcer. • http://tykoon.com/
• www.myjobchart.com/
Who We Are and Who We Serve
Reinforcement Survey
The Vanderbilt Kennedy Center (VKC) works with and
for people with disabilities and their family members, service
• www.jimwrightonline.com/php/jackpot/jackpot.php
providers and advocates, researchers and policy makers. It is Apps
among only a few centers nationwide to be a University Center • Working4 (iPad, iPod touch, iPhone, and Android)
for Excellence in Developmental Disabilities, a Eunice Kennedy • ChorePad HD (iPad, iPod touch, and iPhone)
Shriver Intellectual and Developmental Disabilities Research • iReward (iPhone, iPod touch)
Center, and a Leadership Education in Neurodevelopmental and
Related Disabilities Training Program. The following are some More on Token Economy
of the ways the Center’s programs and staff can assist families, • www.educateautism.com/token-economy.html
educators, and other service providers. • www.kcbehavioranalysts.com/aba-toolbox/token-economy
Content provided by: Alacia Stainbrook, Sarah Blumberg, and Pablo Juarez
Vanderbilt Autism Resource Line
Free information and referral service for parents, teachers,
and community professionals. Information is available about Contact the Vanderbilt Kennedy Center
autism-specialized diagnostic evaluation services, school consul- Nashville (615) 322-8240
tation, parent workshops, and professional training at Vanderbilt Toll-Free (866) 936-VUKC [8852]
for children, adolescents, and adults with ASD. Contact vkc.vumc.org
[email protected], or (615) 322-7565, or toll-free (877) [email protected]
273-8862.

04/15

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