TOKEN ECONOMY REWARD SYSTEM

1. TOKEN ECONOMY REWARD SYSTEM By: Melanie Ma CBSE 7202 NET

2. TABLE OF CONTENTS • RESEARCH DESIGN………………………………………………………. 3 • THREATS TO INTERNAL/EXTERNAL VALIDITY………………….. 4 • SAMPLE PRE/POST SURVEY QUESTIONS…………………………... 5 • PROPOSED DATA ANALYSIS……………………………………………. 6 • REFERENCES………………………………………………………………. 8

3. RESEARCH DESIGN • Pre-Experimental Design: One-Shot Case Study • Symbolic Design: XO • The experimental group is exposed to a treatment (X) and then observations (O) are made. • Pre and post surveys are used to measure the differences caused by the treatment. • Observations and treatments are conducted in a first and second grade (six to seven year old students) private afterschool tutoring classroom.

4. THREATS EXTERNAL Multiple Treatment: It is difficult to determine if a positive behavior occurs because the student wants a reward or because the act of the positive behavior is appropriate in a certain situation. Reactive Arrangements/Participants Effect: Hawthorne Effect- Students behave well due to being observed by the researcher. Treatment Diffusion: Students might discuss with each other about their reasons why they behave the way they do in the classroom during the research. Experimenter Effects: A strict experimenter might decrease the occurrence of negative behavior. • INTERNAL • History: Unforeseeable events such as the principal implementing a reward system can affect the students’ behavior. • Maturation: As students mature or as time progress, students might lose interest in the rewards. • Novelty: Theteacher’s concern about the students’ behavior can cause students to be more aware of their behavior. • Experimental Mortality: Students changing classes can lower the amount of participants in the research. • Instrumentation: The observation period is too short to determine how students act throughout the whole afterschool session. • Differential Selection of Subjects: Socioeconomic status affects the attractiveness of the rewards distributed.

5. Sample Pre/Post Survey Questions LIKERT I like to be recognized when I do something positive in the classroom. [1] Strongly Disagree [2] Disagree [3] Agree [4] Strongly Agree 2. I like to behave to receive a reward in the classroom. [1] Strongly Disagree [2] Disagree [3] Agree [4] Strongly Agree FREQUENCY How often do you think rewards should be given in the classroom? [1] Never [2] Once a week [3] 3-5 times a week [4] Everyday 2. How often do you receive a reward in the classroom? [1] Never [2] Once a week [3] 3-5 times a week [4] Everyday

6. PROPOSED DATA Pre Survey Questions: x: I do not need a reward when I do something good in the classroom. y: Rewards given to me in the classroom are not important. Class # 1: First Grade There is a positive correlation between the x and y values. The upward trend shows that students who think rewards given as a result of performing a positive behavior are unnecessary, also think that rewards that are given in the classroom are unimportant. Correlation Coefficient: 0.76822128

7. PROPOSED DATA Pre Survey Questions: x: I do not need a reward when I do something good in the classroom. y: Rewards given to me in the classroom are not important. Class # 2: Second Grade There is a strong positive correlation between the x and y values. The upward trend shows that students who think rewards given as a result of performing a positive behavior are unnecessary, also think that rewards that are given in the classroom are unimportant. Correlation Coefficient: 0.85483871

8. REFERENCES O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint slides]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/