Home-school token economies: Bridging the communication gap

Abstract

School token economy systems are being employed with a variety of children in a variety of settings. Although their utility has been proven, additional benefits accrue when home-school token systems are used. These benefits are discussed, as well as the steps necessary towards implementation of these systems. Two case studies of elementary children are shared as practical examples of implementing home-school token economy systems.

Implementing scientific practices through case studies: Examples using home-school interventions and consultation

“…Although some form of consultation is generally implied in the implementation of home-school notes (Fairchild, 1976), procedures and participant roles have rarely been discussed (Sheridan & Kratochwill, 1992). Children with signifi cant behavioral or academic problems may require a consultant to provide parents and teachers with detailed training to maximize the effectiveness of the home note procedure (Kelley & Carper, 1988).…”

Home-based Reinforcement of School Behavior: A Review and Analysis

“…While it should not be surprising that the value of reinforcement would be different for different individuals, it is noteworthy that even some difficult teenagers have maintained their responsiveness to effectively administered feedback and praise. Fairchild (1976), a school psychologist, reports a case study in which home-based reinforcement was used with impressive results. A second-grade boy was rewarded at home with a bubble gum card for every 20 pages that he had read at school, and a bonus card for each additional 5 pages.…”

“…Counselors who are initiating parental involvement via letter could consider including similar lists with their instructions. Fairchild (1976) has contributed a good discussion of the merits of a home-based system and useful suggestions for its implementation.…”

“…Coleman (1973), McKenzie et al (1968), Dougherty and Dougherty (1977), and Edlund (1969) demonstrated that daily notes could be faded to bimonthly occurrences without performance loss. Schumaker et al (in press), Thorne et al (1967), andFairchild (1976) showed that the program could be completely phased out without reversal of the student's gains. It is not apparent from the literature how long a home-based reinforcement system can be operated before it degrades, but it is evident that significant changes can be effected before this occurs.…”

Suggested behavioral interventions in the classroom to assist students prenatally exposed to drugs

“…Daily report card systems (Bailey, Wolf, & Phillips, 1970;Schumaker et al, 1977;Smith, Williams, & McLaughlin, 1983) have been a well documented intervention employed across a wide variety of behaviors and settings with children who displayed behavioral de®cits like those associated with prenatal exposure to alcohol or cocaine. The use of a home reinforcement system contingent upon teacher feedback has been documented in the literature as a viable method of increasing academic growth and reducing disruptive behaviors in class (Dolliver, Lewis, & McLaughlin, 1985;Fairchild, 1976;Schumaker et al, 1977;Witt, Hanna®n, & Martens, 1983). When such an intervention is successful, there are several people who bene®t: the target children, peers, parents, and teachers.…”