Psychology
First, most people assume that token economies are strategies unique to applied behavior analysis. Staying in contact with the basic experimental analysis of behavior literature is often a missing component of ABA training. Find the DeFulio et al. (2014) study in Doc Sharing and discuss the use of a token economy with pigeons. Don’t worry about a critical analysis; I’m mainly looking for your general reaction to this study. Did you find it difficult to follow? What is the value of linking ABA and EAB literature bases?
Second, you will design your own token economy system.
Be sure to clearly describe the following components:
(a) the tokens you will use;
(b) the target behaviors and rules for successful task completion;
(c) how you will make your system specific or individualized;
(d) your menu of backup reinforcers;
(e) a ratio of exchange;
(f) procedures to dispense and exchange tokens;
(g) procedures to follow when token requirements are not met (e.g. response cost);
(h) ethical considerations.
(a) what type of training would a teacher need to implement these procedures? Give a data-based reason for including certain types of training over others. Use Moore and Edwards (2002) and Moore and Fisher (2007) from Doc Sharing to stimulate your data-based problem solving in the area of teacher training. Also consider the training mentioned in Becker et al. (2013) that we read with the Good Behavior Game.
(b) what level of follow-up involvement would you foresee as the behavior analyst once the teacher has implemented your token economy? In other words, how often would you need to evaluate the continued correct implementation of the program and it’s effect on client/student behavior?
(c) what are the potential ethical considerations that should be considered before and during implementation of your token economy?
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