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Supplementing Token Economies with A Time-In System. Quality Behavioral Outcomes. Purpose of Presentation. To provide the audience with a basic understanding of Token Economies and Time-In systems To share data from several Time-In programs. Who is Responsible for Good Behavior?.
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Supplementing Token Economies with A Time-In System Quality Behavioral Outcomes
Purpose of Presentation • To provide the audience with a basic understanding of Token Economies and Time-In systems • To share data from several Time-In programs
Who is Responsible for Good Behavior? • The child! • The child’s responsibility: • To behave appropriately • The adult’s responsibility: • To create an environment that motivates the child to behave appropriately and to make good choices
How Can Adults Motivate the Child? • Learn how to react when the child behaves appropriately • Learn how to react when the child behaves inappropriately
Reacting to Appropriate Behavior • The Token Economy • Motivational system • Children accumulate and trade tokens for reinforcers
Reacting to Inappropriate Behavior • Typical adult reactions • Response Cost • Taking away privileges, items, or tokens • Removal Time-Out • “Chair” time out • Removed from classroom
Disadvantages • Response Cost • Removing tokens may evoke inappropriate behavior • Removal Time-Outs • “Power struggle” • May reinforce escape-maintained behaviors
Why Do We Need a Time-In Program? • Inappropriate behavior occurs even in proactive, positive environments • Not all behavior SHOULD be ignored • Not all behavior CAN be ignored
What is a Time-In Program? • Integrates use of positive consequences and a mild, negative consequence Positive Time-In (Reinforcement) Negative Loss of Time-In
What Occurs During Time-In? • Opportunity to earn reinforcers through the Token Economy • Opportunity to participate in all regularly-scheduled, preferred activities
What Occurs When Time-In is removed? • Temporary loss of opportunity to earn tokens • Reinforcement is turned OFF • Temporary loss of opportunity to participate in all regularly-scheduled, preferred activities
Elements of a Time-In System • Consistent warning system precedes Time-In removal • Counting 1-2-3 • Tab removal • Visual representation of Time-In
Elements of the Time-In system (cont) • Specific criteria to earn back Time-In • Appropriate behavior for designated period of time • Interval does not begin until child is “back on track”
Versions of Time-In • Ratio Schedule • Tokens earned for appropriate behaviors during Time-In • Interval Schedule • Tokens earned for staying Timed-In for a specified interval • E.g., one token for each hour of Time-In
Benefits of Time-In • Alternative to removal Time-Outs or Response Cost • Emphasis on positive behavior • Child behaves himself out of the system • Appropriate behavior earns Time-In
Benefits of Time-In (cont) • Maximizes behavioral momentum • Reinforce right away…but not all at once • Clear and predictable consequences for the child • Simplifies the reaction plan for adults
Dean • 5-yr-old male • Special Day Class • Autism Diagnosis • Target Behaviors • Non-compliance • Self-injurious behavior • Aggression
Parent Training • Effective at school • Implementation of system at home
Seth • 12-yr-old male • Full-inclusion with aide support • Asperger's Diagnosis • Target Behavior • Off-Task Behavior
John • 8-yr-old male • Communicatively Delayed Class • Autism Diagnosis • Target Behaviors • Whining • Repeated Questioning
Donny • 9-yr-old male • Language Acquisition & Social Skills Class • Autistic-like behaviors, OCD, ADHD • Target Behaviors • Tantrum • Hands-on others
Sam • 9-yr-old male • Full Inclusion class with aide support • Asperger's diagnosis • Target Behaviors • Arguing with adults • Inappropriate behavior with peers