Token Economy

Mcleod (2015) in examining the use of operant conditioning explained that token economy is a system in which targeted behaviours are reinforced with tokens which are considered secondary reinforcers and later exchanged for rewards which is classified as the primary reinforcers. Token economy is one of the most commonly used behaviour management interventions, especially in settings where students have learning or behavioural challenges. A token economy involves giving tokens, chips, stickers, points, stars, or other items to students who demonstrate desired behaviours identified by the teacher.
These tokens are then exchanged periodically for rewards, which are usually items or activities that the student desires (McIntyre, n.d). Alberto

Token economies have been extensively researched throughout the last several decades and applied in a variety of settings. Teachers and caretakers have used these systems in general education, special education, and community-based settings. Because of the variety of token-based systems and the ease at which teachers can implement them, token economies are widely used in the classroom (Doll, McLaughlin, & Barretto, 2013, p.133). This system is often quite effective for students who are resistant to other types of motivational or behaviour management techniques (McIntyre, n.d).
The Relevance of the Token Economy as an Intervention
The review of literature has shown that token economies have had positive results in reducing the level of indiscipline in the classroom. In a study by Chevalier (2010) token economy was used to significantly reduce disruptive and off-task behaviour among third graders. ‘To reduce off-task and disruptive behaviour it appears students need a form of reward or external motivation, which research suggests can be provided through the use of a token economy system’ (Chevalier, 2010 p. 16.). In another study which was conducted by McLaughlin and Naughton (1995) ‘the token economy has be proven its worth as an effective classroom management technique for improving both social and academic behaviour with all students’

It was evident that token economy is a meaningful method of curtailing indiscipline if educators use the correct type of tokens and rewards that will be exchanged for the tokens. The researches and literature examined caused me to be able to have a better understanding of how effective the usage of token economy can be. The information gathered served as a guide to fulfill the objectives of this research. The literature is important to the study because it provides useful information on how token economy can be used to improve discipline among a group of Grade Two students. Token economy is effective in the classroom if an undesired behaviour is identified and targeted by rewarding students for a reduction of this behaviour. This was posited by Skinner who theorized that the stimulus should be removed or presented to achieve a desired behaviour (Mcleod 2015). With the appropriate use of token economy by educators students’ level of discipline will improve and this will reduce the disruptions in the teaching and learning