Token Economies In Schools

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According to Palcic (2005), token economies consist of prizing students who have great performance with recognitions, points, or medals for appropriate conduct. Tokens are later traded for items such as candies, awards, or benefits such as extra breaks or computer time (Barkley, 2000). Research shows that “the use of preferred academic assignments can be used as effective strength and decrease the demand to introduce random prizes no related to the curriculum” (Noell et al, 2003, p.198). Robinson et al. (1981) talked about how the use of tokens played a substantial role in boosting academic performance. During a third grade classroom research with hyperactive pupils, kids received tokens for completing with success reading and vocabulary …show more content…
To meet this goal, the school district would not receive any outside help for the teacher; rather, a token economy system would be employed to motivate students in class to teach their classmates. Researchers mention that they did not find any reported studies on hyperactive children teaching each other. One of the attributes that is often utilized to differentiate uncontrollable students who are avoiding company is the fact that they have been introverted and have few classmate relationships (Conners, 1969). For this research to succeed, these uncontrollable students could be convinced to provide assistance to each …show more content…
Among these kids, five of these pupils were on hyperactivity medicines. The teacher observed that one of the kids who was very hyperactive and had a deficit in reading and extreme confusion could not receive treatment because of treatment for allergies, which would prevent any medications that could control hyperactivity. These researchers also determined the out-of-seat conduct in the classroom setting before the beginning of the token system in comparison to the hyperactive labeled class with the other third-grade classes. According to these authors, “the hyperactive class of 18 students averaged 13.6 students out of their seat every 30 sec while the other two classes of over 30 students in each averaged 1.2 instances of being out of seat” (Robinson et al., 1981, p.308-309). The reading capacities of the excessively active class varied between first-grade levels to third-grade levels. The pupils demonstrated no cooperative play. The study researchers noticed some behaviors such as slapping, beating, chair throwing, shoving,
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