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Token Systems

Kentucky Autism Training Center. Token Systems. Behavior change system that is composed of three major components: A specified list of target behaviors Tokens or points that participants receive for emitting the targeted behaviors

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Token Systems

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  1. Kentucky Autism Training Center Token Systems Behavior change system that is composed of three major components: • A specified list of target behaviors • Tokens or points that participants receive for emitting the targeted behaviors • Menu of backup reinforcers; preferred items, activities,or privileges the child can obtain when tokens are earned. (Cooper and Heron, 2007)

  2. Kentucky Autism Training Center Implementing a Token System Depending on the skill level of the learner, the steps in implementing a token system may vary. General steps include: • Describing how the system works • Model the procedure for token delivery • Model the delivery for token exchange (Cooper and Heron, 2007)

  3. Kentucky Autism Training Center Steps for Implementing a Token Board 1. Present reinforcement choice board 2. Place visual of student-selected back-up reinforcer in designated space on token board Provide a neutral activity (i.e., one the student finds neither particularly desirable nor undesirable) that you know the student is capable of completing and ask her/him to complete it 4. When the student completes the activity, place one token on the token board

  4. Kentucky Autism Training Center Steps for Implementing a Token Board 5. Let her/him instantly cash in the token for the selected back-up reinforcer 6. Repeat until student shows a clear understanding of the connection between doing what you ask and receiving reinforcement 7. Begin to require more effort to access token/back-up reinforcer 8. Add more number of tokens required to reach back-up reinforcer ALWAYS pair tokens with behavior specific praise (James & Knowlton, 2007)

  5. Kentucky Autism Training Center

  6. Kentucky Autism Training Center

  7. Kentucky Autism Training Center

  8. Kentucky Autism Training Center Tips for Token Boards • Use child interest to determine “tokens” and even to decorate token board • Make sure that the materials used are durable • Ensure that the “back-up” reinforcer is immediately available • Make sure that all adults know the work required to receive a “token”

  9. Kentucky Autism Training Center Savner, J. L., & Myles, B. S. (2000). Making visual supports work in the home and community: Strategies for individuals with autism and Asperger syndrome. Shawnee Mission, KS: Autism Asperger Publishing. Jaime, K. & Knowlton, E. (2007). Visual supports for students with behavior and cognitive challenges. Intervention in School and Clinic, 42 (5), 259-270. doi: 10.1177/10534512070420050101 Mesibov, G. B., & Howley, M. (2003). Accessing the curriculum for pupils with autistic spectrum disorders. London: David Fulton Publishers.

  10. Kentucky Autism Training Center Quill, K. A. (2000). Do-watch-listen-say. Baltimore, MD: Paul H. Brookes Publishing Co. Quill, K. A. (1995). Teaching children with autism: Strategies to enhance communication and socialization. Albany, NY:Delmar Publishers Inc. Webber, J., & Scheuermann, B. (2008). Educating students with autism: A quick start manual. Austin, TX: Pro-Ed, Inc.

  11. Kentucky Autism Training Center Savner, J. L., & Myles, B. S. (2000). Making visual supports work in the home and community: Strategies for individuals with autism and Asperger syndrome. Shawnee Mission, KS: Autism Asperger Publishing. Snell, M. E., & Brown, F. (2011). Selecting teaching strategies and arranging educational environments. In M.E. Snell, & F. Brown (Eds.), Instruction of students with severe disabilities (7Th Ed.) (pp.122-185). Upper Saddle River, NJ: Pearson Education. Webber, J., & Scheuermann, B. (2008). Educating students with autism: A quick start manual. Austin, TX: Pro-Ed, An International Publisher.

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