Token Economy- Task 1

1. With whom was it implemented?

This token economy system is being used for a first-grade student with Autism. He is the

general education classroom, and currently has push-in learning support. This student loves

learning about outer space, so this token economy card was created toward his interest in the

solar system.

2. Why did you choose that student or students?

I chose this student because his first-grade teacher, behavior specialist, and my learning

support co-op wanted to develop a token economy for this student. There were other students

who demonstrate problem behaviors that I was interested in creating a token economy for,

but my co-operating teacher felt a token economy would best serve this student instead.

3. Why did you target that behavior(s)?

I targeted this student’s inattentiveness because although he is overall well-behaved and

works well for positive reinforcement, he still struggles with inattentiveness at times in the

classroom. He becomes easily distracted and requires several prompts- to start his work, to

complete it, and to follow directions after finishing his work. He needs frequent redirection

and reminders to complete his work. His teacher describes him as sweet and a “people-

pleaser” and says that he becomes upset if he thinks his teacher is unhappy with him.

Although there are other students with problem behaviors, I chose this student for a token

economy because his first-grade teacher and the learning support teacher felt the token

economy would best be useful for this student. This token economy is to improve his
Heather Coulter

EDU 473

9/15/20
Task 1
attentiveness during lessons and tasks, and to decrease the number of prompts that he

requires to complete tasks or to stay focused during his work. While observing him in the

classroom, I noticed that he typically requires 4-6+ prompts during each 45-minute class

session, lesson, activity, or worksheet from his teacher. He needs frequent prompting to start

an activity until completion. He frequently needs redirected to focus on his teacher during a

lesson and during directions.

4. How was it implemented? What occurred as you explained it to the student and began the

task?

This token economy system contains the sun with a box inside it that says, “Today I am working

for:”. The student has choices of pictures of reward items that he prefers- such as puzzles,

drumsticks, games, stickers, and a bean bag. This gives the student the choice to choose a

desirable activity as a motivating reward. Then, there are 9 planets that can be earned, starting

with Pluto and working towards the Sun. The original plan for his token economy was that if the

student needed 3 or less prompts to complete a task (since he usually requires 4-6+ prompts), he

earns a planet. After earning 3 planets in a row, he earns a short break with the desired reward

across the hallway in the learning support classroom for 3-5 minutes. Then, the goal would be to

collect more planets in a row such as morning, then break with reward, and afternoon followed

by a break with the reward. This coincided with a prompt tracking sheet the paraprofessional or

TSS could tally on with a coordinating smiley system based on number of prompts- and could

serve as data collection and communication with his family. After speaking with his first-grade

teacher, therapeutic support staff, and my co-op today- they felt this would be too complicated to
Heather Coulter

EDU 473

9/15/20
Task 1
implement and that it would work better for him to receive a planet when the teacher notices him

doing something on the first request, and then after 3 planets collected and the current task on

hand is completed, he then takes a break with the desired break items. Initially the prompt

tracking sheet also had a smiley to “frowney” face scale, but his teacher felt that receiving the

“frowney” face might upset the student too much. This was then changed to a sad Pluto replacing

the “frowney”, a smiling Earth, and an excited sun. This token economy was implemented today

on 9/15/20. My co-op and I both discussed how to use the token economy with the first-grade

teacher and answered her questions. We then introduced the token economy to the student during

a pull-out session in learning support with his TSS and my co-op present. I showed him the

planet chart and he was excited about the planets on it. He showed my co-op and I how the

planets go in order on the chart. We discussed that when his teacher asks him to do something

and he is listening carefully and does it the first time he is asked, he can earn a planet. We he has

3 planets in a row, he can earn a break. We practiced some demands that earned him 3 planets in

a row when each were done on the first request. We then moved to a corner of the room to show

him the available reward/break items, their coordinating token economy pictures, and how

choose one and put it on the sun on his chart. I did a preference assessment while we viewed and

interacted with the reward items. We discovered that time to play with the planets was extremely

rewarding to him as well, so my co-op ordered him a planet puzzle. We discussed that while in

his classroom, the token chart would be on the whiteboard, and the teacher would have the

planets. We discussed that she would hand them to him when they are earned for him to place on

his chart. We discussed this with the TSS as well.

Heather Coulter

EDU 473

9/15/20
Task 1
5. What is the time frame?

This token economy was implemented on 9/15/20. It was initially completed on 9/8 and then

after discussion with his first-grade teacher and co-op, it was to be implemented on 9/11. On

9/11 my co-op wanted to wait to implement it until it could fully be discussed with the student’s

first grade teacher, TSS, and behavior specialist. As the student is on a hybrid schedule, and his

TSS only comes on particular days and times, this did delay the start of the token economy. It

will be implemented for at least 3 weeks. As he progresses in needing less prompts and is more

attentive, the teacher can then progress to collecting more planets in a row before the reward

breaks. See below for visuals of the token economy.

Heather Coulter

EDU 473

9/15/20
Task 1

How did I do? Subject Comments

I did great I needed I needed

by myself 2-3 4+
0-1 reminders reminders
reminders
)
Heather Coulter

EDU 473

9/15/20
Task 1