Evaluating the Impact of Token Economy Methods on Student On-task Behaviour within an Inclusive Canadian Classroom

Abstract

A token economy is a common classroom positive behaviour support method whereby 'tokens' are delivered to students contingent on exhibiting specific behaviours. Students later exchange earned tokens for items of interest. This project developed a prototype, iPad-based tool that enabled teachers to deliver and track tokens virtually. The virtual token economy system was then compared to implementation using a typical, physically delivered token economy method. Both methods were evaluated concerning their impact with regard to grade four-five student's on-task behavior within one inclusive Canadian classroom using a multielement design. Individual impacts and group effects were analyzed using an analysis of variance with planned contrasts as well as visually utilizing single case methods to assess efficacy regarding each implementation method. Results indicated that only one significant difference for one individual subject was found between baseline (no token economy) and both token economy systems. No other significant differences were found between individual or group on-task behaviours nor between the baseline, physical and virtual methodologies overall. Implications regarding evidence that TEs represent evidence-based practice and suggestions for future research are discussed.