Comparing the effectiveness and ease of implementation of token economy, response cost, and a combination condition in rural elementary school classrooms.

Abstract

There is increased awareness in recent years of mental health challenges faced by children in rural schools. Although much of the media attention is on internalization disorders (e.g., depression and suicidal ideation), externalization disorders (e.g., oppositional defiant disorders, attention deficit disorders, and conduct disorders) are more commonly referred within rural districts. It is common for classroom teachers to deliver stickers to students for positive behavior that can be exchanged for larger rewards. It is also common for students to lose privileges based on marks for bad behavior. These procedures are similar to traditional token economy and response cost interventions. Most of the empirical support for these interventions is based on studies of individuals with disabilities in large cities near universities. This study compared the efficacy of token economies, response cost, and a combination condition implemented class-wide in two rural elementary school classrooms. The token economy was most effective in reducing problem classroom behaviors and increasing academic engagement compared with response cost and baseline. The combination condition produced outcomes similar to that of the token economy. Social validity measures were mixed, with some teacher support for response cost based on ease of implementation. Students and teachers, however, endorsed all approaches as beneficial for improving behavior.

Implementation of paraprofessional behavior support coaching: A study of behavior concerns and interventions used in elementary schools

“…However, results of this study show that the intervention effects can also generalize to other challenging behaviors, such as nonengagement (see Table 3, right column), which exhibited significant improvements in response to coaching even when it was not the target behavior. The carryover effects of behavioral interventions on a range of behaviors have been found in previous studies as well (e.g., DeJager et al, 2020; Wiggs et al, 2021), showing that indeed school‐based behavioral interventions are effective for a wide range of behaviors and functions.…”

“…Token reinforcements are flexible in that they can be used individually or class wide (Alperin et al, 2020). Furthermore, there exists a wide breadth of literature establishing the effectiveness of token reinforcements (Bowman‐Perrott et al, 2016; DeJager et al, 2020).…”

Educational equity, academic standards, and countercontrol: Preventing academic deficits with supplemental interdependent rewards

“…For example, during extra recess, some students may prefer to chat with each other while others play basketball or tag (Skinner et al, 2009). Similarly, exchangeable rewards (e.g., tokens) can allow students to exchange earned tokens for their preferred rewards (DeJager et al, 2020; Maggin et al, 2011). Because scarcity may cause demand, other rewards that are often reinforcing for all students include being able to engage in behaviors that are not typically allowed during school, such as eating lunch in their classroom and being allowed to listen to music during independent seatwork (McCurdy et al, 2020).…”

Independent Contingency and Token Economy at Recess to Reduce Aggression

“…The goal was that the observed effects from the intervention would have served as a form of positive reinforcement for staff effort, but it, unfortunately, did not. In recent research, token economies with combined reinforcement and response cost contingencies were more than twice as effective in reducing problem behaviors than a response cost system alone (DeJager et al 2019 ). Future directions will incorporate teacher feedback and paraeducator input on the target behaviors for reinforcement as well as a desired outcome for reduced problem behavior (Alberto and Troutman 2017 ).…”