Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism

Carnett, Amarie; Raulston, Tracy J.; Lang, Russell; Tostanoski, Amy; Lee, Allyson; Sigafoos, Jeff; Machalicek, Wendy

doi:10.1007/s10864-014-9195-7

Cited by 40 publications

(22 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our present CBMS is based on pupil's extrinsic motivation (ie, doing something for a reward), and this approach may decrease pupils’ intrinsic motivation. Instead, matching the teacher's positive rating with pupil's intrinsic motivation may be a more effective method (Carnett et al ., ).…”

Section: Discussionmentioning

confidence: 97%

To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets

Chen

Gu²,

Wong³

2017

Brit J Educational Tech

View full text Add to dashboard Cite

Due to the time constraint and lack of concise contextualized classroom behavior indicators, current typical primary school classroom behavior management practices are ad-hoc and lack historical data support. To circumvent these problems, we designed a tablet-based classroom behavior management system (CBMS) for a primary school setting. The CBMS aids teachers in establishing concise and consistent behavioral expectations based on teaching experience and expertise, thus allowing them to conveniently provide timely feedback on pupils' performance and log ratings on a daily basis. We conducted a 1.5 years field study in a primary school Chinese course in East China, in which 124 pupils in the first grade and four Chinese teachers participated. The analysis of recorded data indicates that teachers' daily behavioral ratings are positively correlated with their pupils' academic achievements. The behavior rating strategy and indicators in CBMS can act as a substitute in promoting pupil's academic achievements. Our proposed system shows the feasibility and potential of handheld computer-based assessment strategy in implementing cost-effective classroom organization practices for low grade-level primary school pupils.From the perspective of classroom behaviors and academic outcomes, the debate appears to fall into two broad camps. On the one hand, national policies mainly focus on summative assessment

show abstract

Section: Discussionmentioning

confidence: 97%

To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets

Chen

Gu²,

Wong³

2017

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…These findings were extended more recently by Carnett et al () with a 7‐year‐old child with autism. The basic design and results can be seen in Figure .…”

Section: Functional Taxonomy Of Token Systemsmentioning

confidence: 99%

“…Percentage of intervals on‐task (top panel) and challenging behavior (bottom panel) for one child with autism across token economy conditions and token types: open symbols (standard tokens) and closed symbols (tokens engendering perseverative interest [PI]) (from Carnett et al, ). See text for additional details.…”

Section: Functional Taxonomy Of Token Systemsmentioning

confidence: 99%

Token reinforcement: Translational research and application

Hackenberg

2018

J of App Behav Analysis

View full text Add to dashboard Cite

The present paper provides an integrative review of research on token reinforcement systems, organized in relation to basic behavioral functions and economic variables. This type of functional taxonomy provides a useful way to organize the literature, bringing order to a wide range of findings across species and settings, and revealing gaps in the research and areas especially ripe for analysis and application. Unlike standard translational research, based on a unidirectional model in which the analysis moves from laboratory to the applied realm, work in the area of token systems is best served by a bidirectional interplay between laboratory and applied research, where applied questions inspire research on basic mechanisms. When based on and contributing to an analysis, applied research on token economies can be on the leading edge of theoretical advances, helping set the scientific research agenda.

show abstract

“…Skinner believes that positive reinforcement is more effective than punishment during the process of changing and maintaining deisred behaviour (Adibsereshki et al, 2015). It is evidenced in past studies that behaviour modification techniques like positive reinforcement, token economy and response cost are able to decrease the likelihood of children disruptive behaviour to happen in the classroom (Baker & Allen, 2011;Carnett et al, 2014;Didden et al, 1997;Doll et al, 2013;Filcheck et al, 2004;Hirst et al, 2016;Tarbox et al, 2006).…”

mentioning

confidence: 99%

“…A token economy is an intervention that includes contingencies in which tokens or points are given following the emission of targeted behaviors (Adibsereshki et al, 2015;Carnett et al, 2014;Fiksdal., 2015;Hirst et al, 2016;Robacker et al, 2016;Zlomke & Zlomke, 2003). Contingency in this context refers to the plans designed to deal with things or events that are expected to occur in the future (Kamus Dewan Edisi Keempat).…”

mentioning

confidence: 99%

Token Economy to Improve Concentration among Students with Learning Disabilities in Primary School

Aziz¹,

Yasin²

2018

ICSAR

View full text Add to dashboard Cite

This study aimed to increase student's concentration on learning and facilitating process in the classroom. A student from the Special Education Integration Program. was selected as the respondent of this study. The token economy approach had been implemented in this study to solve respondent behavioural problem who was not paying attention when completing classroom task. This study employed a qualitative, A-B-A single subject design which A and B represented baseline and intervention phase respectively. Observation was carried out in three different phase, namely baseline (2 weeks), intervention (2 weeks) and no intervention (2 weeks). Total duration of this study was 6 weeks. During early observation, to be found that interruption from other classes had caused distraction to respondent in completing the task given. Therefore, token economy was used to enhance students' motivation in paying attention and completing the task correctly. Token is given when respondent managed to answer questions correctly and neatly, and did not exhibit any disruptive behaviour within the stipulated period. Then, token was redeemed for tangible reinforcement according to the total scores of token. The results indicate that respondent had succesfully paying attention during completion of task.

show abstract

Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism

Cited by 40 publications

References 21 publications

To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets

To click or not to click: Effectiveness of rating classroom behaviors on academic achievement with tablets

Token reinforcement: Translational research and application

Token Economy to Improve Concentration among Students with Learning Disabilities in Primary School

Contact Info

Product

Resources

About