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"Keep Calm and Earn More Points": What Research Says about Token Economy Systems
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Smith, Jonathan; Guimond, Fanny-Alexandra; St-Amand, Jérôme; Olivier, Elizabeth; Chouinard, Roch – Theory Into Practice, 2022
The use of reward systems is common in education, particularly at the primary school level. Indeed, there are very few classes in primary schools in which such systems are not implemented. Token economy are used to encourage students to adopt appropriate target social and academic behaviors. However, consensus on their effectiveness is lacking. It…
Descriptors: Token Economy, Educational Research, Elementary School Students, Program Effectiveness
Positive Behavioral Supports: Empirically Supported Use of Behavioral Logs
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Krach, S. Kathleen; McCreery, Michael P.; Wilcox, Raven; Focaracci, Shannon D. – Intervention in School and Clinic, 2017
Teachers commonly use behavioral logs as a primary method for controlling classroom behavior, but frequently they are using these logs incorrectly. For this reason, this article provides specific information on how to correctly use behavioral logs for techniques such as check-in/check-out, behavioral report cards, and token economies. Each of…
Descriptors: Positive Behavior Supports, Diaries, Student Behavior, Behavior Problems
An Evaluation of Methylphenidate as a Potential Establishing Operation for Some Common Classroom Reinforcers.
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Northup, John; Fusilier, Iantha; Swanson, Victoria; Roane, Henry; Borrero, John – Journal of Applied Behavior Analysis, 1997
A study conducted reinforcer assessments for three boys (ages 7-9) with attention deficit hyperactivity disorder who alternately received either a placebo or methylphenidate. Methylphenidate altered the relative reinforcing effectiveness of various stimuli that are often used in classroom-based behavioral treatment programs, particularly coupons…
Descriptors: Attention Deficit Disorders, Behavior Modification, Classroom Techniques, Drug Use
School-Based Intervention for Children with Attention Deficit Hyperactivity Disorder: Effects on Academic, Social, and Behavioural Functioning
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DuPaul, George J.; Weyandt, Lisa L. – International Journal of Disability, Development & Education, 2006
Children with Attention Deficit Hyperactivity Disorder (ADHD) exhibit significant academic, social, and behavioural difficulties in school settings. This article reviews empirical findings regarding the effects of classroom interventions for students with ADHD. Three major types of interventions are reviewed including behavioural (e.g., token…
Descriptors: Peer Teaching, Hyperactivity, Attention Deficit Disorders, Intervention
A Positive Approach to Assertive Discipline.
Martinez Unified School District, CA. – 1983
THE FOLLOWING IS THE FULL TEXT OF THIS DOCUMENT: Program Description: The Assertive Discipline Program at John Swett Elementary clearly establishes student behavior expectation and consequences. In addition to these two outcomes, the program offers varying degrees of positive acknowledgment for students meeting or exceeding the expectations.…
Descriptors: Classroom Techniques, Demonstration Programs, Discipline, Discipline Policy
The Effects of a Token Economy System on the Inappropriate Verbalizations of Emotional Support Students.
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Stover, Karen – 1994
This paper reports on the application of a token economy approach to increase on-task behavior and decrease inappropriate "call-outs" of nine seventh and eighth grade Caucasian male students in a self-containted emotional support classroom. The program included a behavioral contract, token economy "bucks" kept in a classroom bank, and a list of 12…
Descriptors: Behavior Modification, Behavior Problems, Classroom Techniques, Contingency Management