Token Economy

The Intervention

A token economy is a behavioral intervention that serves to motivate students to demonstrate appropriate behaviors. Token economies can be designed as reward systems (i.e., students earn tokens for demonstrating positive behaviors) or as response-cost systems (i.e., students earn tokens for positive behaviors and lose tokens for behaviors that are inconsistent with expectations). Tokens are exchanged for rewards or privileges over time. Token economies improve behavior by connecting positive behavior to a reward (and connecting challenging behavior to a cost, if using response-cost). When expectations for the economy are clearly articulated, this system provides opportunities for students to make choices and learn about the connection between choices and outcomes.

Setting Up a Token Economy

1. Decide between a reward system, response-cost system, or both:

Next, consider whether a reward only system or a response-cost system will better fit your student’s needs. Rewards may be enough for students with mild to moderate problems, but students with more severe problems may benefit from a cost assigned to disruptive behavior. Some teachers start with rewards only and then add costs if necessary.

2. Identify target behaviors:

Identify one to three specific, observable behaviors that you would like to see improve.

If you are using rewards only, first consider the problematic behaviors (e.g., interruptions, disrespect, out of seat). Then identify the opposite appropriate behavior you are trying to increase (i.e., raising had to speak, show respect, remain seated). If you are using rewards only, students earn tokens when they demonstrate these positive behaviors that compete with their target behavior. For example, a student who frequently interrupts could earn tokens for raising their hand and waiting to be called on before speaking. A student who has difficulty remaining in their seat could earn a token for each five-minute period they remain in their seat during independent seat work.

If you are using response-cost, then the positive behavior will result in a gain of tokens and the problematic behaviors will result in a loss of tokens.

Consider starting with behaviors that are most problematic or that are dangerous to the student or peers. See below for a list of common behaviors to increase or decrease within the classroom.

3. Decide how you will measure target behaviors:

Once the target behaviors are identified, develop a method for keeping track of the behaviors. The three most common ways to track behavior are:

Frequency counts: make a tally each time the student demonstrates the behavior

Percentages: document a percent required to earn a token (e.g., 50% of classwork completed; 75% of questions answered correctly; 25% of transitions completed without problems)

Duration: a duration of time that must pass without the problematic behavior (e.g., one hour without interrupting; 15 minutes without leaving seat).

For efficiency, consider if you can use the same tracking method for all behaviors in the token economy.

4. Set an initial goal for each behavior

Rewards only: For each target behavior, identify the level of the behavior that earns the student a token

Frequency: each time the student raises hand, they earn a token

Percentage: if they achieve X%, they earn a token

Duration: if they go X minutes/hours without the negative behavior, they earn a token

Response-cost: For each target behavior, identify the level of the behavior that results in a token gained and the level of behavior that results in a token lost.

Frequency: each time the student raises hand, they earn a token. Each time they interrupt, they lose a token.

Percentage: if they achieve X%, they earn a token. If they don’t achieve X%, they lose a token.

Duration: if they go X minutes/hours without the negative behavior, they earn a token. If they demonstrate a problematic behavior before X minutes/hours, they lose a token.

Examples: each time the student waits to be called on to speak, they receive one point; the student receives a point when they remain in their seat for 30 minutes. A student that has difficulty with turning in homework could earn a token for each piece of homework turned in on time.

Set the goal at a number that allows the student to experience success at first. This allows them to experience the rewards or privileges associate with good choices, which can motivate them to improve their behavior. If using a response-cost, this means that the system for earning tokens should lead to the student having enough tokens so there are some to take if the student exhibits the inappropriate behavior. You want to avoid the student going into negative points.

5. Choose a currency:

Next, decide what kind of “currency” to use for the token economy. For younger students, physical tokens such as stickers, pretend money, poker chips, marbles, or beads can be used. As the student earns tokens, they can be placed in a container visible to the student. For older youth, points, checkmarks, or tallies can be used to track the student’s points.

6. Develop a reward list:

Token economies are most effective if the student is motivated by the rewards. To ensure the rewards are motivating, involve the student in creating a rewards list. Consider observing what things the student chooses to do in their free time or keeping track of activities they enjoyed in the past (e.g., being classroom helper; extra computer time). To keep the student engaged, create a menu of possible rewards that are worth a certain number of tokens/point values. This way, the student can exchange tokens for a smaller, more frequent rewards or save towards a more substantial reward. The point/token values will vary depending on how many tokens/points are available to the student each day. See our sample reward menu below.

7. Develop the economy/exchange rates:

For target behaviors: Decide how many tokens to give for desired behaviors and how much to charge for problematic behaviors.

Example: student receives one point/token each time they raise their hand before speaking; student receives five points if they go an entire day without aggressive behaviors

If the cost of problematic behavior is higher (e.g., 2 tokens for interrupting) than the reward for a positive behavior (1 token for raising hand), the student will have to demonstrate twice as many positives to make up for negative behaviors).

For rewards: Next, decide how much to charge for rewards. One way to do this is to add up the number of chips/points the student is likely to earn in an average day. Assign chips/points to each reward such that about two-thirds of the daily amount earned will be spent on daily rewards. This leaves about one-third of earnings to be saved for longer-term rewards. Overall, ensure that the student will have an adequate amount of currency for rewards, not an over-abundance where they would not be motivated to earn more and not a shortage where they will become in debt.

Example: If the student will likely earn 30 points in one day, rewards such as an extra snack or free work time could be 15 or 20 points each. Larger rewards such as a longer recess may be 70 points.

8. Introduce the system to the student(s):

First, meet with the student to describe the behaviors they need to work on to be successful in the classroom (present this in a positive way, with growth and skill development in mind). Then, solicit ideas for the rewards. When the economy is ready to begin, meet with the student again to review the behaviors, the goals, the rewards, and the token exchange rate. Some teachers try to make this an educational experience for students, by helping them understand the math related to the program. Discuss the program and desired behaviors explicitly (have pictures of the appropriate behaviors for younger students). Ask questions or ask the student to repeat the rules back to you to ensure understanding. When meeting with the student, try to select a neutral time (e.g., not when they are upset, try

Steps to Implement

1. Begin:

Rewards only: Once the program is developed and explained to the student, it’s time to begin! It will be important to review the target behaviors with the student each day, especially at the start of the program.

Response-cost: Once the program is developed and explained to the student, it’s time to begin! It will be important to review the target behaviors with the student each day, especially at the start of the program. It may be helpful to wait until the second week of the program to implement penalties (i.e., taking chips the student has earned) to increase student interest and motivation to participate so they can experience successes and to make sure that the child earns enough to afford some losses.

2. Feedback:

Rewards only: Provide feedback throughout the day. This includes distributing tokens when earned. When providing tokens, the teacher should also provide specific labeled praise and connect the token to the behavior demonstrated (Great job raising your hand and waiting to be called on. You’ve earned a token).

Response-cost: Provide feedback throughout the day. This will include distributing tokens when earned and taking tokens when the non-desired behavior occurs. When providing tokens, the teacher should also provide specific labeled praise and connect the token to the behavior demonstrated (Great job raising your hand and waiting to be called on. You’ve earned a token). When the student demonstrates the non-desired behavior, it is important to label it and remind them of their goal before taking away a token. (That’s an interruption. Remember your goal is to raise your hand and wait to be called on. So that’s one token lost).

3. Review:

Rewards only: Meet with the student at predetermined times to review their progress toward a reward. For young students, it may be important to meet frequently (e.g., daily or more) to discuss the points earned each day and whether they would like to exchange them for a reward. If the student did not earn many tokens in a given day, remain neutral, but provide encouragement for the next day. It is important that this time is not used to reprimand the student.

Response-cost: Meet with the student at predetermined times to review their progress toward a reward. For young students, it is often important to meet frequently (e.g., daily or more) to discuss the points earned for each day and whether they would like to exchange them for a reward. If the student did not earn many tokens in a given day, remain neutral, but provide encouragement. It is important that this time is not used to reprimand the student.

4. Modify:

Rewards only: As the student’s behavior improves, the program can be modified. For example, the requirements for earning a token may be increased (e.g., increasing the numerical goal; lengthening the intervals) in order to further shape behavior into the expected range. Additionally, new behaviors can be added or substituted if the student has additional target behaviors.

Response-cost: As the student’s behavior improves, the program can be modified. For example, the requirements for losing a token may be changed (e.g., decreasing the numerical goal; lengthening the intervals) in order to further shape behavior. Additionally, new target behaviors can be added over time as initial target behaviors are mastered.

5. Monitor:

Rewards only and Response-cost: Use Beacon’s progress monitoring tools to monitor the student’s behavior throughout the implementation period.

Tips for Success

- Start simple. You want to make the program sustainable, thus, start off with just a few behaviors and build and adjust as you go.

- Keep it positive. The goal is to motivate the student to build behavioral regulation skills. Engage parents and students in co-creating a program that offers reminders and supports for the student to succeed.

- Younger students may need pictures and visual reminders about their target behaviors. See samples in the toolbox below.

- For some students, having a container with their tokens on their desk may be a distraction. If so, their tokens can be stored on the teacher’s desk or in a pocket on the back of their chair.

- If the student does not seem motivated to earn the rewards, change them. Without salient rewards, the token system may not create meaningful behavior change. Be creative with the rewards.

- If parents are willing and able, they can participate in the token economy by providing additional reinforcement in the home environment. This can be a helpful added layer; however, teachers should continue to provide some sort of reinforcement in the classroom setting.

- If the token economy stops working, note that this could be a result of the student becoming habituated to the rewards. Consider adjusting the rewards to be more salient for the student.

- If you need help implementing or evaluating this intervention, it may be helpful to seek out consultation from your school mental health professional or intervention team leader.

Examples of Common Target Behaviors

To increase:

Juan demonstrates X or more instances of following adults’ commands.

Arjun demonstrates good table manners for 15 minutes at lunch.

Aisha completes 80% of her homework.

To decrease:

Alexis demonstrates X or fewer interruptions during math.

Kai demonstrates X or fewer instances of teasing at recess.

Jalen demonstrates X or fewer instances of complaining during P.E.

Evidence of Effectiveness

Token economies are rated as limited at the elementary and secondary levels.

Elementary: Research has demonstrated that token economies can lead to reductions in interruptions, off-task behavior, out-of-seat behavior, and violations of personal space.

Secondary: Research has demonstrated that token economies can lead to improvements in interruptions and violations of personal space.

Recommendations: Although the evidence base for token economies is limited, the intervention can be very useful for reducing a variety of unwanted behaviors and increasing positive behaviors. When implementing a token economy, you will want to ensure that the rewards are salient and age appropriate for your students.

Materials

Token-Economy-Checklist Download

Token-Economy-Caregiver-Handout-Download

Intervention Scorecard

This intervention is recommended for the following presenting problems.

Select an age group:

Recommended

Presenting Problem			Effectiveness	Magnitude	Effort