The Token Economy - Research Paper Example

?Token economy Token economy Token economy refers to the system where an individual earns tokens in target behavior. After he has acquired a predetermined token, he can then trade them in exchange for items or activities that he desires. In token economy, we analyze the goals. Furthermore, we analyze the components of a token economy. We have to analyze the contents of token economy due to occurrence of varied token economies. In this study, we appreciate the importance of using token economy by outlining the steps used in using and creating an applicable token economy. Therefore, token economy is very vital in determining the behavior of a child. 2. Token economy A token economy refers to the system of modifying behavior by use of a positive reinforcement derived from operant conditioning principles. Token economy is aimed at increasing a desirable behavior and at the same time decreasing the undesirable behaviors. ‘The token’ controls the token economy. Tokens are a secondary reinforcement. Tokens basically begin as neutral stimuli and have little significance. The tokens later become associated with specific reinforcers (Otten & Tuttle, 2010). Sometime, the tokens can become reinforcing at a low rate thus motivating the learning activity. Money is the common token. There is nothing that motivates in particular apart from money. This is because money can be used in the purchase of housing, food and entertainment and other human needs. Thus, money is extremely reinforcing as it makes one more willing to do more work. 3. Goals of using token economy Tokens help in changing several behavioral and educational goals. For instance, it increases the ability of delaying gratification. The token system is one way of building the abilities of a child while waiting for the reinforcing items and other activities. Thus, they relate in a more concrete manner to the child on how many times the child has to participate in an activity before engaging a reward session. In addition, it increases the sense of our time. Tokens system is very vital for kids with little time sense. It is aware of the time the kids have taken while in a task and at the same time the duration they will take to be in the same task (Parker & Parker, 1996). Tokens lessen the satiation among children. This is carried by increasing the necessary responses in order to acquire a primary reinforcer. Furthermore, token economy lowers satiation rate in reinforcement. More so token economy increases the teaching rate. Relatively, brief reinforcement slows the rate of delivering instructions in any response. In giving a reward to a response, it applies a quick, fluid and a speedy instruction. This reinforcement is more natural. For in schools, teachers carry fruit loops for the correct answers given. Thus, tokens use in a classroom set up for the obvious reinforcers can be termed as a less obtrusive for the students (Allyon & Azrin, 1968). In addition, tokens become vital in increasing the selection of the reinforcers. Reinforcement is delivered after several responses. After the initial response, more concrete reinforcers are administered. For instance, it is not advisable to use a video after every correct response. However, if the child may find watching video, more interesting he may opt to be motivated by it as a reinforcement. 4. The nature of token system Token systems take several forms. There are various forms ranging from the simple short lived to complex systems. The complex system requires the child to work for a long time in order to enjoy its rewards. There are various forms such as, the basic token system. In this system, the child is required to make at least six correct responses in order to earn a reinforcer. Therefore, the child is ever working to obtain tickles. The child picks the reinforcer before work session begins. The child picks the reinforcer of his choice then inserts it at the end of the card. The space found on the board underlying the tickle is green (Parker & Parker, 1996). Thus, there is a match between the green papers onto which the reinforcers choose from is mounted. In school set up some teachers usually prefer the use of images in the targeted behavior as tokens. The child’s skills and needs determine the type of token administered. For instance, if one feels that the use of pictures is very efficient in the visual support then such a reinforcer should be administered. Thus, a new system of token is usually administered if a new method is implied in targeted behavior. A generic system is compatible with the many activities and behaviors (Lauridsen, 1978). This system is cheaply administered. When using the system, one has to move to more complex response after the child has mastered the first response. It is advantageous in administering this response as it fits the kids in the token system. The system also emphasizes on the progressive manner and at the same time building on the reading skills. Furthermore, the picture use by the child as a reinforcer is visible in the work session which reminds the child his working plan and target. In addition, the system can be administered with different activities. However, the system has several limitations. The system is awkward as it cannot be compatible with more than a dozen responses. The system is expensive if one is using several systems. Token economy can also administer punch card. In this system, a punch card is introduced. It is placed with social story about the carpet time which helps in addressing issues about interruption. One is given punches on his card at some fixed intervals. One has to start with a ten seconds interval after which there is a measure of the time interval during the listening session. After a period of three minutes, there is a candy that is offered to help one advance to the next step. As one progresses with his card, the interval between the punches is usually extended till working at a period of five minutes (Lauridsen, 1978). The punch card has some advantages over the other systems of token economy. First, the system is cheap as the run off sheet that is placed on a paper is relatively cheap in acquisition. The use of the punch cards is very useful in specific behaviors and activities. Furthermore, the system is efficient and convenient rather than being discrete. The kids can easily carry the cards in a more unobtrusive manner and it is usually easy for the teacher to carry out this process (King & Ulmer, 1987). There are other systems like the use of the Unifix Cubes (Allyon & Azrin, 1968). This mainly applies to the children who suffer from autism. In addition, the use of money can be used as a token economy. This mainly applies for the kids in the upper elementary classes and the older kids. This mainly applies where there are no stickers. The application of money is very essential in the solution of mathematical problems. 5. Conclusion Thus, token skills can be beneficial in reinforcing the money skills in children. Token system is thus beneficial to the parents. It helps one take a close watch to the behavior of the child. Therefore, through token economy we are able to manage the tension that arises in the household and improve self esteem of the child. Furthermore, there are several ways of implementing a token economy. The type used depends on the skills and the needs of the child. References Ayllon, T. & Azrin, N. (1968). The token economy: A motivational system for therapy and rehabilitation. London: Appleton century crofts. Ayllon, T. & Azrin, N. (1978). A motivational system for therapy and rehabilitation. Second edition. New York: Appleton-century-crofts. King, M. & Ulmer R. (1987). On the development of a token economy: Mental hospital treatment program (The series in clinical & community psychology). Boston: John Wiley and sons Inc. Lauridsen, D. (1978). Token economy system (Instructional designs library). New York: Educational Pubns. Otten, K. & Tuttle. (2010). How to reach and teach children with challenging behaviors (K-8): Practical, ready-to-use intervention that work (J-B Ed: reach and teach). Boston: Jossey- Bass. Parker, D. & Parker, H. (1996). Behavior management at home: A token economy program for the children and the teens. New York: Specialty press. Springfiel. (1976). Maintaining token economies. New York: Charles C Thomas pub Ltd. Welch, J. et al. (1974). Open token economy system: A handbook for the behavior approach to rehabilitation. Read More