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Effects of Token Manipulation on Responding within a Token Economy Implemented with Children with Autism
Token economies are an effective behavior-management tool used across multiple populations and settings. However, researchers have shown that several variables may impact its effectiveness (Hackenberg 2009 , 2018 ). One variable within a token economy that has not been thoroughly studied is token ma...
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| Published in: | Education & treatment of children 2020-12, Vol.43 (4), p.323-333 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c545t-ba5c0ccbd5a2440ea3905af8c4f826babf6bbea897c132a22dfee3b9ed10cb813 |
| container_end_page | 333 |
| container_issue | 4 |
| container_start_page | 323 |
| container_title | Education & treatment of children |
| container_volume | 43 |
| creator | Sleiman, Andressa A. Betz, Alison M. Rey, Catalina N. Blackman, Abigail L. |
| description | Token economies are an effective behavior-management tool used across multiple populations and settings. However, researchers have shown that several variables may impact its effectiveness (Hackenberg
2009
,
2018
). One variable within a token economy that has not been thoroughly studied is token manipulation or the extent to which the learner physically manipulates a tangible token. Thus, the current study compared the effectiveness of a token economy when participants physically manipulated tokens (token manipulation) to when the experimenter manipulated the tokens (no manipulation). In addition, we evaluated participant preference between the two conditions (i.e., token manipulation and no manipulation). The results showed higher rates of the target response during the no token manipulation condition for one participant, while no differences were observed for the other two participants. Two participants preferred the token manipulation condition, whereas the other participant showed no preference. |
| doi_str_mv | 10.1007/s43494-020-00014-2 |
| format | article |
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2009
,
2018
). One variable within a token economy that has not been thoroughly studied is token manipulation or the extent to which the learner physically manipulates a tangible token. Thus, the current study compared the effectiveness of a token economy when participants physically manipulated tokens (token manipulation) to when the experimenter manipulated the tokens (no manipulation). In addition, we evaluated participant preference between the two conditions (i.e., token manipulation and no manipulation). The results showed higher rates of the target response during the no token manipulation condition for one participant, while no differences were observed for the other two participants. Two participants preferred the token manipulation condition, whereas the other participant showed no preference.</description><identifier>ISSN: 0748-8491</identifier><identifier>EISSN: 1934-8924</identifier><identifier>DOI: 10.1007/s43494-020-00014-2</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>Analysis ; Autism ; Behavior ; Behavior Modification ; Behavior Problems ; Behavioral Science and Psychology ; Caregivers ; Child and School Psychology ; Children ; Children's furniture ; Clinical Psychology ; Consumption ; Developmental Psychology ; Economic aspects ; Learning activities ; Original Article ; Pervasive Developmental Disorders ; Preferences ; Program Effectiveness ; Psychology ; Response rates ; Responses ; Social skills ; Student Participation ; Teachers ; Token Economy</subject><ispartof>Education & treatment of children, 2020-12, Vol.43 (4), p.323-333</ispartof><rights>Association for Behavior Analysis International 2020</rights><rights>COPYRIGHT 2020 West Virginia University Press, University of West Virginia</rights><rights>Association for Behavior Analysis International 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c545t-ba5c0ccbd5a2440ea3905af8c4f826babf6bbea897c132a22dfee3b9ed10cb813</citedby><cites>FETCH-LOGICAL-c545t-ba5c0ccbd5a2440ea3905af8c4f826babf6bbea897c132a22dfee3b9ed10cb813</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2932523416/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2932523416?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,27924,27925,33611,33877,43733,43880,74221,74397</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1276775$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Sleiman, Andressa A.</creatorcontrib><creatorcontrib>Betz, Alison M.</creatorcontrib><creatorcontrib>Rey, Catalina N.</creatorcontrib><creatorcontrib>Blackman, Abigail L.</creatorcontrib><title>Effects of Token Manipulation on Responding within a Token Economy Implemented with Children with Autism</title><title>Education & treatment of children</title><addtitle>Educ. Treat. Child</addtitle><description>Token economies are an effective behavior-management tool used across multiple populations and settings. However, researchers have shown that several variables may impact its effectiveness (Hackenberg
2009
,
2018
). One variable within a token economy that has not been thoroughly studied is token manipulation or the extent to which the learner physically manipulates a tangible token. Thus, the current study compared the effectiveness of a token economy when participants physically manipulated tokens (token manipulation) to when the experimenter manipulated the tokens (no manipulation). In addition, we evaluated participant preference between the two conditions (i.e., token manipulation and no manipulation). The results showed higher rates of the target response during the no token manipulation condition for one participant, while no differences were observed for the other two participants. Two participants preferred the token manipulation condition, whereas the other participant showed no preference.</description><subject>Analysis</subject><subject>Autism</subject><subject>Behavior</subject><subject>Behavior Modification</subject><subject>Behavior Problems</subject><subject>Behavioral Science and Psychology</subject><subject>Caregivers</subject><subject>Child and School Psychology</subject><subject>Children</subject><subject>Children's furniture</subject><subject>Clinical Psychology</subject><subject>Consumption</subject><subject>Developmental Psychology</subject><subject>Economic aspects</subject><subject>Learning activities</subject><subject>Original Article</subject><subject>Pervasive Developmental Disorders</subject><subject>Preferences</subject><subject>Program Effectiveness</subject><subject>Psychology</subject><subject>Response rates</subject><subject>Responses</subject><subject>Social skills</subject><subject>Student Participation</subject><subject>Teachers</subject><subject>Token Economy</subject><issn>0748-8491</issn><issn>1934-8924</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNqN0mFr1DAYB_AiCp7TLyAIBUHwRWeSpm368jhu241TQefrkKZP2sw2qUmK7tubXYfz4BBJICTP75-8yJMkrzE6xwhVHzzNaU0zRFCGEMI0I0-SFa5zmrGa0KfJClWUZYzW-HnywvvbiGhZ0VXSb5UCGXxqVXpjv4NJPwqjp3kQQVuTxvkF_GRNq02X_tSh1yYVD3IrrbHjXbobpwFGMAHaA0k3vR5aF8Vht56D9uPL5JkSg4dXD-tZ8u1ie7O5yvafL3eb9T6TBS1C1ohCIimbthCEUgQir1EhFJNUMVI2olFl04BgdSVxTgQhrQLImxpajGTDcH6WvF3unZz9MYMP_NbOzsQnOalzUpCc4vJRdWIAro2ywQk5ai_5usKI1KwuWFTZCdWBAScGa0DpeHzkz0_4OFoYtTwZeH8UiCbAr9CJ2Xu--_rpvy273B_bd3_ZHsQQem-H-f5P_TEkC5TOeu9A8cnpUbg7jhG_7yy-dBaPncUPncVJDL1ZQuC0_BPYXmNSlVVVxHq-1H2smQ7c4xf849bf43TXiA</recordid><startdate>20201201</startdate><enddate>20201201</enddate><creator>Sleiman, Andressa A.</creator><creator>Betz, Alison M.</creator><creator>Rey, Catalina N.</creator><creator>Blackman, Abigail L.</creator><general>Springer International Publishing</general><general>Springer</general><general>West Virginia University Press, University of West Virginia</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8GL</scope><scope>ISN</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9-</scope><scope>M0P</scope><scope>M0R</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>S0X</scope></search><sort><creationdate>20201201</creationdate><title>Effects of Token Manipulation on Responding within a Token Economy Implemented with Children with Autism</title><author>Sleiman, Andressa A. ; Betz, Alison M. ; Rey, Catalina N. ; Blackman, Abigail L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c545t-ba5c0ccbd5a2440ea3905af8c4f826babf6bbea897c132a22dfee3b9ed10cb813</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Analysis</topic><topic>Autism</topic><topic>Behavior</topic><topic>Behavior Modification</topic><topic>Behavior Problems</topic><topic>Behavioral Science and Psychology</topic><topic>Caregivers</topic><topic>Child and School Psychology</topic><topic>Children</topic><topic>Children's furniture</topic><topic>Clinical Psychology</topic><topic>Consumption</topic><topic>Developmental Psychology</topic><topic>Economic aspects</topic><topic>Learning activities</topic><topic>Original Article</topic><topic>Pervasive Developmental Disorders</topic><topic>Preferences</topic><topic>Program Effectiveness</topic><topic>Psychology</topic><topic>Response rates</topic><topic>Responses</topic><topic>Social skills</topic><topic>Student Participation</topic><topic>Teachers</topic><topic>Token Economy</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Sleiman, Andressa A.</creatorcontrib><creatorcontrib>Betz, Alison M.</creatorcontrib><creatorcontrib>Rey, Catalina N.</creatorcontrib><creatorcontrib>Blackman, Abigail L.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Gale In Context: High School</collection><collection>Gale In Context: Canada</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>University Readers</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Consumer Health Database (Alumni Edition)</collection><collection>Education Database</collection><collection>Consumer Health Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Education & treatment of children</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Sleiman, Andressa A.</au><au>Betz, Alison M.</au><au>Rey, Catalina N.</au><au>Blackman, Abigail L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1276775</ericid><atitle>Effects of Token Manipulation on Responding within a Token Economy Implemented with Children with Autism</atitle><jtitle>Education & treatment of children</jtitle><stitle>Educ. Treat. Child</stitle><date>2020-12-01</date><risdate>2020</risdate><volume>43</volume><issue>4</issue><spage>323</spage><epage>333</epage><pages>323-333</pages><issn>0748-8491</issn><eissn>1934-8924</eissn><abstract>Token economies are an effective behavior-management tool used across multiple populations and settings. However, researchers have shown that several variables may impact its effectiveness (Hackenberg
2009
,
2018
). One variable within a token economy that has not been thoroughly studied is token manipulation or the extent to which the learner physically manipulates a tangible token. Thus, the current study compared the effectiveness of a token economy when participants physically manipulated tokens (token manipulation) to when the experimenter manipulated the tokens (no manipulation). In addition, we evaluated participant preference between the two conditions (i.e., token manipulation and no manipulation). The results showed higher rates of the target response during the no token manipulation condition for one participant, while no differences were observed for the other two participants. Two participants preferred the token manipulation condition, whereas the other participant showed no preference.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><doi>10.1007/s43494-020-00014-2</doi><tpages>11</tpages></addata></record> |
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| ispartof | Education & treatment of children, 2020-12, Vol.43 (4), p.323-333 |
| issn | 0748-8491 1934-8924 |
| language | eng |
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| source | JSTOR Archival Journals and Primary Sources Collection; Social Science Premium Collection; Springer Nature; ERIC; Education Collection |
| subjects | Analysis Autism Behavior Behavior Modification Behavior Problems Behavioral Science and Psychology Caregivers Child and School Psychology Children Children's furniture Clinical Psychology Consumption Developmental Psychology Economic aspects Learning activities Original Article Pervasive Developmental Disorders Preferences Program Effectiveness Psychology Response rates Responses Social skills Student Participation Teachers Token Economy |
| title | Effects of Token Manipulation on Responding within a Token Economy Implemented with Children with Autism |
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