Utilizing the Token Economy in a Special Education Classroom

This issue of NASET’s Practical Teacher was written by Rebecca Reichbaum. The study presented was conducted in an Emotional Support classroom in a rural high school setting. Students have 4 class periods per day and are expected to put their phones in the caddy for the duration of class. The purpose of this study was to see if utilizing a token economy with positive praise would increase compliance for immediate phone placement upon entering the classroom. The study used an ABAB method to gain experimental control and to see contrast between phases. The results showed that students were more likely to exhibit the desired behavior with the token economy in place, intervention one and two showed 76% and 92% compliance. While baseline one and two showed 18% and 20% compliance. In conclusion, this study was effective and exhibited the desired results. It will continue to be utilized until students show readiness for it to be phased out.

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