Introduction
The student selected for intervention is Julia, a sixth-grade student who regularly attends science class – thus, her progress may be observed and recorded. Julia is a well-read and responsible girl: she loves to study and demonstrate her academic achievements. At the same time, she is frequently impatient while waiting to be asked. In turn, a lack of discipline may negatively impact not only Julia’s education but her life in the future as well.
Target Behavior
A target behavior for this intervention is raising a hand before answering the teacher’s question. It is a social, on-task behavior that may be defined as a permanent product as well (Zirpoli, 2016). Raising a hand indicates a student’s patience, commitment to discipline, attention to the learning process, and respect for a teacher and classmates. Julia frequently provides answers without raising her hand and does not wait for the teacher’s permission to answer. Thus, the behavioral objective for the student is to raise a hand before answering the teacher’s question and answer the question only when she is allowed.
Recording Technique
A recording technique used for this intervention is frequency recording. In general, the use of frequency recording is determined by its efficiency when the number of times when a target behavior occurs within a particular period of time should be counted. In addition, this technique is used as raising a hand may be defined as discrete, brief, repeatable, and generally uniform in duration behavior (Zirpoli, 2016). For observation, the period of 15 minutes during every science class was chosen. During this period, students were asked 10 questions related to a subject that presupposed multiple answers. That is why, Julia had a chance to raise her hand and give an answer every time. The baseline of this intervention may be presented in the following way:
Intervention
What the Research About Token Economy
A token economy is frequently defined as one of the most efficient practices for management of almost any inappropriate behavior in the classroom. According to Williamson and McFadzen (2020), it is “a secondary reinforcement system of positive behaviour support whereby tokens (i.e., conditioned reinforcers) are delivered to students for exhibiting specific behaviours” (p. 1531). In other words, a token economy is applied to teach what behavior is unacceptable, provide positive reinforcement, strengthen appropriate behavior, and increase its frequency. It includes several components, such as the target response, conditioned reinforcer, or token, backup reinforcers, and reinforcement schedules (Ivy et al., 2017). A token economy may be applied in the following way: every time a student demonstrates a target behavior, he or she receives 10 tokens that may be presented as stickers, starts, or points (reinforcer). In the present day, tokens may be electronic and given in a specific classroom management program (Robacker et al., 2016). A fixed number of tokens may be exchanged for a desired activity, item, or other privilege (backup reinforcer). In this case, the student forms the connection between the desired behavior and award.
It goes without saying that a relatively rapid and efficient reinforcement of an appropriate behavior is the main advantage of a token economy. In addition, this flexible intervention develops patience and teaches delayed gratification. However, it may not work with children with particular disabilities who do not have a specific backup reinforce. Moreover, according to Soares et al. (2016), a token economy is almost inapplicable to children under the age of six. In addition, a token may become inefficient with time as it is based on the enthusiasm of a learner to demonstrate a target behavior for award – and this enthusiasm may disappear.
In turn, response cost is a type of punishment intervention that aims to avoid inappropriate behavior in the classroom. In relation to a token economy, response cost presupposes loss of tokens for inappropriate behavior. On the one hand, being a negative reinforcement, this intervention helps students avoid inappropriate behavior. On the other hand, it is inefficient in the case of the absence of the desired award as a stimulus for a target behavior.
Token Economy Intervention
The intervention I selected was a token economy as I believe that receiving gratification efficiently stimulates the exhibition of a target behavior.
Rules for Operating the Token Economy
Token – Tokens will be paper stars.
Bootlegging – Tokens should be received only from the teacher and exchanged only for actual and defined reinforcers.
Playing with tokens – Tokens are for exchange, not for playing.
Purchasing backup reinforcers – The student exchanges tokens for desired backup reinforcers from the menu. Age-appropriate and academically correct reinforcers were discussed and approved by the student.
Storing tokens – Tokens may be stored either by the student or by the teacher.
Dispensing tokens – 1 token will be given every time when the student raises her hand and answer after the teacher’s permission.
Exchange of tokens – Tokens are exchanged immediately when their number is enough for desired award; they are given to the teacher.
Ratio of exchange – Raising a hand before answering a question = 1 token.
Response Cost – every time the student answer without raising her hand or the teacher’s permission, 1 token will be taken away.
Schedule of Reinforcement – 1 token will be given after every time a target behavior is exhibited. Thus, for 15 minutes during every science class, the student has a chance to receive up to 10 tokens if she raises her hand to give an answer for all questions and talk after the teacher’s permission.
Back-up Reinforcer Menu
- Candy – 5 tokens
- Gum – 5 tokens
- Apple – 10 tokens
- Pencil – 15 tokens
- Reading encyclopedia for 30 minutes after classes – 30 tokens
- Using computer for 30 minutes after classes – 30 tokens
- Telephone break for 15 minutes – 30 tokens
- Sitting with a friend for one lesson – 40 tokens
Student token recording form
Observation Recording Form
Conclusion
The student selected for intervention is Julia, a sixth-grade student who frequently answers without raising her hand; a target behavior is raising a hand before answering the teacher’s question. The chosen intervention is a token economy – the student will receive 1 token every time she demonstrates a target behavior, and token may be exchanged for desired reinforcers. The first five days of intervention demonstrate substantial improvement and positive reinforcement.
References
Ivy, J. W., Meindl, J. N., Overley, E., & Robson, K. M. (2017). Token economy: A systematic review of procedural descriptions. Behavior Modification, 41(5), 708-737. Web.
Robacker, C. M., Rivera, C. J., & Warren, S. H. (2016). A token economy made easy through ClassDojo. Intervention in School and Clinic, 52(1), 39-43. Web.
Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect size for token economy use in contemporary classroom settings: A meta-analysis of single-case research. School Psychology Review, 45(4), 379-399.
Williamson, R. L., & McFadzen, C. (2020). Evaluating the impact of token economy methods on student on-task behavior within an inclusive Canadian classroom. International Journal of Technology and Inclusive Education (IJTIE), 9(1), 1531-1541.
Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers (7th ed.). Pearson.