Unit 3 Assignment_Hilb_Moore

Running head: BUILDING A TOKEN ECONOMY 1
Building a Token Economy
Carolyn Hilburn
Kaplan University

BUILDING A TOKEN ECONOMY 2
Planning a Token Economy
Cooper, Heron, and Heward (2007), suggested the creation of a token economy system
that includes selection of a token for the medium of exchange such as, paper money, or large
plastic coins. Physical items can serve the purpose in token exchange procedures in a classroom
setting. The basic steps in designing a token economy are detailed below, in addition a functional
analysis, and training for staff and student, and later, how to establish baselines.
Identify Target Behavior
Further, in Cooper et al. (2007), the target behavior must be identified by utilizing a
functional analysis (FA) of behavior. The FA procedures will identify the purpose or function of
inappropriate behavior in addition, what stimulus maintains this behavior. Information gathered
from an FA, reveals the behavior function, which is incorporated in functional behavioral change
plans. The functional target behavior is selected, because it is socially important to change such
as, inappropriate name-calling. The method utilized to change the behavior will be evidenced-
based and capable of effective instruction such as, an intervention (i.e., token economy exchange
system) (Cooper, et al., 2007). Target behaviors also should be the ones that are disrupting the
educational learning of others students such as, yelling aloud during reading exercises.
Descriptions of functional behaviors are operationally defined, which is a clearly described
action that can easily be observed and measured. The target behaviors occur to change the way
others react to that person for example, if the child does not change the way she speaks aloud in
class, the behavior will impede positive reactive help from others in completing classwork tasks
(Richards, Taylor, and Ramasamy, 2014).

Appropriate Behavior and Rules
Appropriate Behaviors and Count
Behavior Count Behavior Count
8 of 10 Correct math problems 1 Write 10 spelling word 10
times each weekly
1
Parent-signed homework - 50
Tokens
2 Complete mastery-level
assignment (book & test)
2
Chart scores in class journal 1 Discuss a current event 1
Submit completed class worksheets
with 80% correct
2
Bring an action word to class
and explain
2
Figure 1-Appropriate Behaviors and Count
Some rules for successful task completion will include the extent rule of behavior change
such as, (the child will move from reading level three to level four). If the task is completed
successfully, the behavior change will have social validity. Social validity rule is when changing
the behavior is socially important, the changes improve irresponsibleness among students, or the
changes support learning capabilities compared to similar children without behavior problems
(Cooper et al., 2007). The token economy system should have combined generalizations, which
include group or individual implementation properties. Cooper, et al. (2007), explained while
behavior analysts develop behavioral change plans; a careful consideration should be whether the
components are generalized to specified individuals, or will the behavior change plan be
applicable for groups with similar race, ages, or skill level.
Another rule to change behavior involves negative punishment, and according to Cooper
et al. (2007), that rule is called response cost. While some students may require response cost if
they do not commit to components of a token economy at some point. For example, the cost of
not turning in assignments will result in the loss of a blue chip, which is valued at 50 tokens.
Maintenance and priorities of this rule will be provided at the beginning of training and
implementation, because students should know the token loss if they exhibit inappropriate

behaviors or violate confirmed rules. Response cost is a strategy to encourage students to do their
best in class.
Functional Analysis
A group of trained graduate students from Kaplan University psychology department will
assist in the implementing a functional analysis (FA). Inter-observer validity will ensure the
identification of target behaviors listed above is consistent among observers. Functional analyses
outcomes will reveal the function of the maladaptive behaviors. In addition, an FA according to
Cooper et al. (2007) will control the environmental variables that may be related to the problem
behaviors. FA has four conditions, which are attention, escape, alone, and in the control
condition reinforcement is freely given, and no demands are placed on the student. Diverse ways
to determine the function(s) of behavior are discussed as well; in that the existence of behavior
and environment relations are considered an important interactive condition for applied behavior
analysis (Cooper et al., 2007).
Identify Behavior Function(s)
Recognized inappropriate behaviors were reported by the teacher, which include- name-
calling projected towards classmates such as, ‘you are a duck,’ and ‘your mama told me.’
Second, poor class participation, which is operationally defined as when students do not bring
suggested material (current events, character-build words) for discussions. Third, various
incomplete assignments, which are when the student does not answer all questions (class
discussion questions) on worksheets and students fail to have parents sign, may have an effect on
the learning processes. Fourth, poor math completion, which are when students often fail to
complete 10 math problems (long division, and subtraction), and only a percentage of those

answered, are correct. Fifth, reading tasks are operationally defined as when homework was
turned in, but not all chapter questions were answered. Sixth, spelling words were not submitted
for several students (write ten spelling words ten times every week), and lastly, students failed to
chart scores from assignments in class journal. According to Boniecki and Moore (2003), in
token economy system attempts to increase participation and the number of questions answered
correctly in class, students also participated more in class discussion and posed their own
questions even though these activities earned no reinforcement tokens.
The concerns of generalization and circumstance of the behaviors listed above were
analyzed by the trained graduated students in other classes. According to the direct observations,
a list of events (behaviors) and circumstances are hypothesized below with regard to what
functions (i.e., attention, avoid/escape, or tangible) are maintaining the classroom behaviors.
Events Circumstances
Student(s) inappropriate name-calling
behavior is when a remark is projected
towards another student such as, ‘you are a
duck,’ and ‘your mama told me’
Some cultural directives implied at home are
extended
Student(s) gain attention from peers at school
Student(s) behavior such as,poor class
participation, which is operationally
defined as when students do not bring
suggested material (current events,
character-build words) for discussions, and
explain the material
Students may not understand new
Expectations
Student(s) avoid new behaviors of speaking before
a crowd
Student(s) incomplete assignment
behavior, is when the student(s) does not
answer all questions (class discussion
questions) on worksheets that are
completed at home
Combined tasks may have an effect on the learning
process.
Student(s) avoid difficult skilled leveled task
Student behaviors of reading tasks are
operationally defined as when homework
was turned in, but not all chapter questions
were answered
Student(s) may fail to hear the instructions clearly
Student(s) may avoid time consumed reading or
difficult study tasks

Functional Interviews
Suggested in Carbone and Zecchin (n.d.), that data gathered from a functional interview
or a functional analysis interview (FAI) with two people (i.e., teachers, or parent(s). The
interview form is only given to those who know the student well, and they have been frequently
involved when target or inappropriate behavior occurs. One of the operant questions asked
during this interview is, “Is the behavior related to routine changes, transitions, number of people
in the room, demands, noise, tone of voice, or ignoring?” This antecedence factor question
details what events establish operations before an occurrence of the target behavior. Moreover,
“Does this behavior occur as a result of having a preferred activity terminated?” This
consequence factor question is conducive to how the behavior is maintained.
Another method suggested by Carbone and Zecchin (n.d.), is a functional assessment-
screening tool (FAST), which is used to identify or rate many factors that influence the
inappropriate behaviors. The FAST tool is sectioned to identify the behavior, the frequency, the
Several students did not complete spelling
words and were not submitted (write ten
spelling words ten times every week)
Student(s) skill level may not be feasible
Student(s) may avoid task, because it is too
difficult
Students failed to chart scores from
assignments into their class journal, which
is operationally defined as writing every
assignment score in their journals
Student(s) have unavailable opportunities to make
preference choices
Student(s) avoid this behavior as they perceive task
to be irrelevant to learning
Students fail to have parents sign their
homework assignments
Disruptive mornings at home, medical reasons
(i.e., mother sick)
Student(s) dislikes or avoid the task
Figure 2 Behaviors and Circumstances

situations (least to most likely to occur), social influences, social reinforcement, and non-social
reinforcement, and later a list of replacement behaviors are asked of each interviewee.
Furthermore, a motivation assessment scale (MAS) is utilized to assess the function of the target
behavior, but this is optional. For example, an attention question on the motivation assessment
scale MAS is, “Does the child seems to do this behavior to get you to spend time with him/her?”
If the scores from this section are higher than sensory, escape, or tangible sections, the behavior
is maintained by attention. Rates are scored on a scale of never-always.
Developing a Token Economy
Based on the functional analysis, interviews, and direct observations, a token economy
behavioral modification program can be used to increase appropriate behaviors in-group or
individually in classrooms that pertain to escape functions. According to Cooper, Heron, and
Heward (2007), token economies can control a wide range of classroom behaviors.
An Individualized System
Students will have individualized guides that are specifically designed according to skill
levels in reading, or math problem solving capabilities. The scores of reading and math
assignments from previous grading periods will be averaged and mean scores will determine the
guided layout, or a baseline of performance. According to Moore, Edwards, and Sterling-Turner,
et al. (2002), in phase two, the training of teachers with rehearsal, modeling and feedback
contributed to exceeding 95% in performances successfully. Evidenced-based procedures in this
token economy will have similar goals beginning with student guides that will have personalized
lists of skill-leveled books to choose from, skill-leveled math assignments, and clear detailed
expectations of the token economy plan as well as, when, where, and how the tokens will be used

to accomplish appropriate behaviors and increase classroom learning. In both instances of
implementing a group or individual token exchange, there would be slight modifications to the
plan such as, eliminating the guides, and instead hold daily meetings. These modifications will
guarantee that everyone (teachers, students, assistants, and principle) are in verbal compliance
agreement of plan fundamentals and procedural outcomes (Individual Education Program (IEP)
(Sec. 614(d) (2) (B), 2004). Components of this token economy system must be universal, which
is required by the Behavioral Analyst Certification Board BACB (2010), to fit most groups in
recreational, classroom, or home settings.
Select Token
A physical token symbol for classroom exchange should be safe, durable, and easy to
dispense immediately. The chosen token should be large enough, and awkward to deter students
from duplicating the item. A specifically designed token for this class of 8-9 year-old students
will be one made of hard plastic, circular-shaped with rough edges. Students will participate in
marking the chips with different colors that will have different values at different times during
the training and implementation of the token exchange program. In display below, the chips are
according to color, which is purple 60 tokens, green- 75, blue-50, and gold-90 tokens.
The application of values for each token in Figure 2 will be varied as the plan progress,
and the count of behaviors in Figure 3 will be varied as well. According to a Least Restrictive
Figure- 3- Token Chips

Behavior Intervention Manual (LRBI) (n.d.), different levels of behavior will require a different
level of tokens. The LRBI strategy was used in making the list below, with careful consideration
given to the skill level of the students as a whole; acquiring and assessing behavioral change by
skill is required in applied behavior analysis (Cooper, et al., 2007). A systematic approach is also
recommended to ensure that the approach is effectively instructed during training and focused on
academic and social development of the child (Kauerz and Coffman, 2013).
Appropriate Behaviors and Value
Behavior Value Behavior Value
8 of 10 Correct math problems 1 Write 10 spelling word 10
times each weekly
1
Parent-signed homework - 50
Tokens
2 Complete reading-level
assignment (book & test)
2
Chart scores in class journal 1 Discuss a current event 1
Submit completed class worksheets
with 80% correct
2
Bring a character-building
word to class and explain
2
Figure 4-Appropriate Behaviors and Count
Backup Reinforcer Menu
Values of Appropriate Behavior and Rules
1. (1-2) behaviors = 1- blue chip valued at 50 tokens
2. (3) behaviors = 1-yellow chip valued at 60 tokens
3. (4 or more) behaviors = one green chip valued at 75 tokens
4. Completed weekly homework assignments = 1 bonus gold chip valued at 90 tokens
Bonus rule - only one gold chip can be earned in the third grading period
Failure to submit assignments or class participation will immediately cost (1) blue
chip valued at 50 tokens, OR lose (1) class activity count.
Figure 5- Values of Appropriate Behaviors and Rules

Students were allowed to choose the exchange items, or backup reinforcers, and the
exchange times. Positive reinforcement practices will be utilized in a menu list of preferred items
in (Figure-3) (Cooper, Heron, and Heward, 2007). Careful considerations were considered such
as, cost, gender, intellectual capabilities, and group agreement.
Ratio of Exchange
The ratio developed for this plan was developed according to the intensity of the work
and the amount of tokens worth the effort. The initial ratio, as well as the initial criteria for
earning tokens, should be tied to baseline levels of performance in order to maximize
opportunities to earn and exchange tokens in the beginning of the system. The token amount was
chosen by the social validity of the task. For instance, the increase in math grades or reading
levels is on a higher level of importance than getting papers signed, because when students can
comprehend the meaning of a book, and pass the test is a permanent product of positive
reinforcement woven in a token economy system. Moreover, the significance of students
completion of all appropriate tasks are expected and of normal range in other classes. Rates of
tokens focused on success will increase later, but for now, the rate is low as suggested in Cooper,
Heron, and Heward (2007).
Reinforcer Menu
Free Game Tickets
(basketball, or football)
Coupon for Plug-n-Play
Available for School Year
Favorite Team Sticker
(Rams, Cowboys, Suns)
Special Earphones with
Surround sound
Extra Media Time
(movies, or games)
Teacher Assistant for the Day
(helps with paper pass outs)
Figure 3 - Backup Reinforcer Menu Items

A recommended exchange rate according to Cooper et al. (2007) should be small at the
beginning to provide immediate success for the learners. The variable ratio of reinforcement
(5:1) will be enforced in training the token economy plan below. A number of correct behaviors
are required for delivery of tokens. Applying a phrase of praise (i.e., “Great Job Mandy!”),
would also be easier to increase when fading the reinforcers later in the plan. The behavior
analyst should modify the rates of tokens, increase the number of responses, decrease the value
of tokens, add more items to the menu, or any combination to maintain appropriate response
levels. Students will glue pieces of Velcro to the back of item pictures and token values for easy
removal, while adjusting throughout the period of the plan. The picture in (Figure-4) is an
example of the way the items and token cards will be attached.
Figure 4 -Velcro for Picture and Token (abaresources.com/pdf)
Reinforcers
Dewhirst and Davis, (2011), explained that some students are motivated by different
types or reinforcement, and adding things, they like to do such as, extra media time, or assisting
the teacher are examples of natural reinforcers. Game tickets, stickers, and coupons are material
reinforcers, because of the immediate reinforcement. Generalized reinforcers or tokens are
tangible, but have a delayed gratification, because the value is given later. Other reinforcers are
sensory, which means that they provide motivation by hearing, seeing, smelling, or touch such

as, earphones to hear a favorite song. A picture of powerful backup reinforcers will be posted
beside the amount of tokens required to exchange as shown in (Figure 5).
Menu Items and Token Exchange
Free Game
Tickets
50
Tokens
Couponfor
25
Play-Quest
coins
75
Tokens
Favorite
Sticker
(Rams)
60
Tokens
Special
Earphones
Surround
Sound
120
Tokens
Extra Media
Time
(movies, or
games)
50
Tokens
Teacher
Assistant
for the Day
(helps with
supplies)
90
Tokens
Figure 5- Menu Items and Token Exchange
Values of Appropriate Behavior and Rules
1. (1-2) behaviors = 1- blue chip valued at 50 tokens
2. (3) behaviors = 1-yellow chip valued at 60 tokens
3. (4 or more) behaviors = one green chip valued at 75 tokens
4. Completed weekly homework assignments = 1 bonus gold chip valued at 90
tokens
Bonus rule - only one gold chip can be earned in a grading period
Failure to submit assignments will cost (1) blue chip valued at 50 tokens, OR lose (1)
class activity count.

A behavior analyst will carry a bag of different tokens on their belt clip for quick
dispensing. Students will be trained individually of which person to submit their assignments for
review. The procedure will be tested by asking the children in a separate room away from the
individuals of which they are to turn in the assignments. The trained assistants will be recording,
while some will be placing scores on the board at the end of the day. Tokens will be stored at the
end of the day, into a cost effective container such as plastic containers from the school cafeteria
that contained pickles, mayonnaise, or mustard. These containers are tall, large enough, and
durable for many grading periods. Students will individualize their nametag for their containers.
A supply closet will be utilized to store the containers, because it can be secured.
A behavior analyst can modify token and reinforcement rates, increase the responses,
decrease the value of tokens, add more items, or any combination, which maintains appropriate
response levels. However, in the event that a child does not meet requirements for the item of
choice, an alternative procedure will include placing the tokens in reserve until they can earn
enough for the selected item. The slightest aversive procedure according to Cooper et al. (2007),
for inappropriate behaviors will be in utilizing response cost, which is removing the minimum
amount of tokens permanently. Encouragement will be used later, in motivating the student to try
harder. Behavior changes may occur during the process of implementing a token economy such
as, a decrease in the performances of students, and at this point, the behavior analyst must
analyze the effectiveness of the program. Prior to planning and training, a clear description of
how undesired behaviors will eliminate the use of response cost. Other measures to utilize are
also given in Cooper et al. (2007), such as, time-out or differential reinforcement for alternative
Figure- 1-Values of Appropriate Behaviorand Rules

behavior DRA as reductive procedures. Students may refuse to give up items, and in this event,
another clarification of back up items and consequences of another fine for not giving up items.
Consequences can also be compromised with immediate payment of returning a portion of the
fine. When students have been trained in this token economy plan at mastery level, and teachers
have reached implementation procedures at mastery level, the token economy plan will be
implemented according to behavioral principles, and guidelines of the school and the behavior
analyst certification board BACB to ensure ethical and legal policies are strictly adhered.
Ethical Considerations
Some ethical considerations are that while in training, the plan must be harmless, and
empirically improve the learning of the student, because this obligation is stated in the
Guidelines for Responsible Conduct of Behavior Analyst (2010), 2.10 Treatment Efficacy: (a)
the behavior analyst always has the responsibility to recommend scientifically supported most
effective treatment procedures. According to Cooper et al. (2007), if a behavior analyst decides
not to remove a token economy, the student will adapt to abnormal environments, and this will
promote the wrong objective. Proper thinning will be implemented by raising the cost of the
preferred items, reducing the available preferred items, and eventually the token plan will end
when students are on-task with appropriate behaviors. Additionally, Cooper et al. (2007), suggest
that an individualized approach can be a problem, because a child, who requires extensive levels
of reinforcement, may need another approach or a different method to change a behavior. The
allowance for self-management can be a solution for difficult level systems (i.e., blue, green, or
yellow amounts, and the amount of behaviors required).

Effective treatment procedures have been validated as having both long-term and short-
term benefits to clients and society. Other BACB guidelines are in subsection 5.01-, which
include designing competent training programs with the proper experiences. If a behavior analyst
performs an assessment without the parent(s), child, school administrator, or have a licensed
practitioner to oversee the procedures, there could be fatal implications that will restrict further
practices. In BACB (2010) subsection 5.03, the behavior analysts must clearly describe the
objectives at the beginning of course. Procedures for a token economy not only have to be
described, but trained to mastery level for students and teachers to effectively change behaviors
that are inappropriate or undesirable (Cooper et al., 2007). In BACB (2010) subsection 5.05-,
describe evaluation procedures. Also in BACB (2010) subsection 5.07, behavior analysts provide
efficient feedback to student for which they will benefit, and in subsection 5.08, frequent use of
positive reinforcement, as the behavior and environment will allow. Effective praise is a tool that
will help in fading a token economy program, which is suggested in the LRBI (n.d.) checklist
that behavior analysts should associate praise as tokens are dispensed. In 5.09, utilize principles
of behavior analysis as much as material, conditions, and policies allow. A token economy
program is known to influence the student performance, and applied behavioral analysis will
utilize positive behavioral practices as required by IDEA (2004), and BACB (2010) guidelines,
because the least restrictive measure will always be expected during interventions to assess or
modify behaviors that are environmentally stimulated (Cooper et al., 2007).

References
ABA Educational Resources LTD. (2003). Reward chart, Retrieved from,
http://www.abaresources.com/pdf/Iamworkingfor.pdf
Behavior Analyst Certification Board. (2010). Guidelines for responsible conduct for
behavior analysts, Retrieved from, http://bacb.com/index.php?page=57#5
Boniecki, K., & Moore, S. (2003). Breaking the silence: Using a token economy to reinforce
classroom participation. Teaching of Psychology, 30, 224-227
Carbone, V.J., & Zecchin, G. (n.d.). How to conduct a functional assessment and develop
behavior plans to reduce problem behavior, Retrieved from,
http://www.armstrong.edu/images/psychology/FunctionalAssessment.pdf
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis, (2nd Ed.), Upper
Saddle River, N J: Pearson Prentice Hall.
Dewhirst, M. & Davis, K. (2011). National positive behavioral interventions and support (PBIS)
leadership forum: D6- Teaching expectations and reinforcement systems, Retrieved from,
https://www.pbis.org/important-links/events
Individuals with Disabilities Education Improvement Act (IDEA) (2004). Individual education

program, Retrieved from,
ww.afb.org/info/programs-and-services/public-policy-center/education-policy/individual-
education-program-iep/1235
Kauerz, K. & Coffman, J. (2013). Framework for planning, implementing and evaluating pre-K-
3rd grade approaches, Retrieved from,
http://depts.washington.edu/pthru3/PreK-3rd_Framework_Legal%20paper.pdf
Least Restrictive Behavior Intervention Manual. (n.d.). Token economies, Retrieved from,
http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Token.pdf
Moore, J.W., Edwards, R.P., Sterling-Turner, H.E., Riley, J., DuBard, M. & McGeorge, A.
(2002). Teacher acquisition of functional analysis methodology, Journal of Applied
Behavior Analysis, 35(1), 73-77
Richards, S.B., Taylor, R.L., & Ramasamy, R. (2014). Single subject research: Applications in
educational and clinical settings, (2nd Ed.), Belmont: CA, Wadsworth Cengage Learning

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