Using a Token Economy in a First-Grade Classroom to Increase On-Task Behavior

Token economies are an adaptable intervention used effectively in many settings to improve behavior, including schools. When used in schools, students are often given a board or chart on which to collect tokens (i.e., small items or marks) for desired behavior(s). Tokens are then exchanged for students’ preferred rewards. This chapter presents a case study of token economies implemented with five students who were unresponsive to class-wide (Tier 1) strategies in a general education first-grade classroom. The intervention was designed and implemented by a paraeducator who worked collaboratively with the classroom teacher to select students, develop intervention procedures, collect and review data, and modify the intervention as needed. The paraeducator identified lack of control of the classroom, use of multiple behavior management systems simultaneously, and interruptions that prevented accurate data collection as barriers to implementation. She identified her relationship with the classroom teacher, similarity of token economies to previously used behavior management strategies, and the adaptability of token economies as facilitators of implementation. Recommendations include ensuring evidence-based Tier 1 supports are in place, developing collaborative relationships with other school personnel, considering contextual fit, regular progress monitoring, modifying the token economy in response to data, and providing frequent access to reinforcers.