A token economy involves distributing tokens that can be earned for desirable behaviors and exchanged later for rewards. Research shows token economies effectively reduce undesirable classroom behaviors. The token cycle has four steps: identifying issues, rewarding good behavior with tokens, establishing a plan, and implementing it consistently. Studies demonstrate token economies increase academic achievement more than social rewards alone and can decrease disruptive behaviors in students with conditions like bipolar disorder when combined with self-monitoring. Thorough preparation and execution is key to a successful individualized token economy system.

3.  Define Token Economy
 Understand steps/components of the
method
 Identify Advantages and Disadvantages of
Token Economy
 Describe 3 studies that supports the
effectiveness of the method

4.  It is a system of
exchange in which the
individual earns
tokens, as reinforces
and exchanges them
for tangible and social
reinforces

5.  Token Program
involves distribution of
tokens
 Tokens can be
stickers, stars, smiley
face, fake money, etc.
 Tokens can be
accumulated
throughout the day
and exchanged at a
later time

6.  Tokens are flexible
 Tokens can be used for several needs
 There is no delay giving tokens after the
desired behavior has been shown
 It does not matter who gives the tokens
 It can be consistently applied by multiple
teachers in multiple settings
 Prevent Boredom

7.  Takes a lot of  Parental follow
preparation and through does not
tracking of the always occur
behavior, tokens, and  Can lead to
rewards. dependency
 Not everyone will  Maybe easily abused
respond to token  Can be expensive
system.
 Require organization
 Once the system is and structure
implemented in one
class, it may not
followed through

8. 11 Basic Rules when establishing Token
Economy
 Select the Target  Implement the token
Behavior economy
 Present the target  Provide immediate
behavior reinforcement for
 Post the Rules and acceptable behavior
Review it frequently  Gradually change from
 Select a token continuous to variable
 Establish Reinforcers schedule of reinforcers
which the tokens can  Provide Time for child
be exchanged to exchange token
 Develop a reward  Revise the reward
menu menu frequently.

10.  The token system has been the most
widely researched and validated
behavioral intervention in the schools. A
token is given when a desired behavior is
displayed.
(According to McLaughlin & Williams (1988),
Swain & McLaughlin (1998)

11.  Purpose of this investigation was to determine
if a token reinforcement program could
decrease three inappropriate behaviors (out of
seat, talking out, and poor posture) of an
elementary student with learning disabilities.
 The effects of the token program were
examined using a multiple baseline design
across behaviors. The results indicated that
awarding tokens for the absence of the three
target behaviors was an effective procedure.

12.  Study investigated the effect of social and token
economy reinforcements on academic
achievement of ten, 9th grade boys with
Intellectual disabilities in three junior high school.
 Age range from 13-17 and their IQ was between
60-70 were randomly selected. Each assigned in
one of the three groups: Token Economy, Social
reinforcements and control group.
 Used a teacher-made test and the Wechsler
Intelligence test
 Token Economy and social reinforcements
increase the academic achievement of students
with ID.

13. Results:
 Token economy and social reinforcements
increased the academic achievement of student
with ID
 Token economy reinforcements even resulted in
an increase in academic achievement than the
social reinforcements

14.  A study examined the effectiveness of a
combined token economy and self-monitoring
package for a 13 year-old male displaying a
major mental illness and severe aggressive and
persistent disruptive behavior.
 Diagnosis of Bipolar Disorder and Conduct
Disorder

15.  The student received points for lower rates of
aggressive/disruptive behavior and ‘bonus’ points
for accurately self-monitoring and recording his
own behaviors.
Results:
 The results replicated previous research on the
effectiveness of token economy in reducing
minor, disruptive and aggressive classroom
behaviors.
Retrieved on 7/12/12 from
http://educ6725group2.wikispaces.com/file/view/Token+Economy+Plus+Self-Moni

16. Video
 ABA – Token Economy Example

17. Activity Reward!!!

18. Summary
 Token economy involves distribution of tokens
which can be accumulated and exchanged for a
reward.
 Research Bases data has shown Token Economy
is an effective method in decreasing undesirable
behaviors.
 The Token Cycle is a four step process:
Identifying the undesirable behavior, the child
displays the desirable behavior and is given a
token.
 Establish a plan, preparing, and executing is
crucial for a successful plan for the child.

19.  Walker, J.E. Shea, T.M. & Bauer A.M. (2007). Behavior
Management: A practical approach for educators (9th ed.).
Columbus, OH: Pearson
 Case 1
(According to McLaughlin & Williams (1988), Swain & McLaughlin
(1998)
 Case 2
Mirzamani, Ashoori, Sereshki (2011)
Retrieved on 7/12/12 from
http://www.sid.ir/en/VEWSSID/J_pdf/109520110105
Case 3
Retrieved on 7/12/12 from
http://educ6725group2.wikispaces.com/file/view/Token+Economy+Plus+Se
 YouTube. Retrieved on July 11, 2012 from:
http://www.youtube.com/watch?v=ybIr6NCfA2U