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Supplementing Token Economies with A Time-In System

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

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  1. Supplementing Token Economies with A Time-In System Quality Behavioral Outcomes

  2. 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

  3. 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

  4. How Can Adults Motivate the Child? • Learn how to react when the child behaves appropriately • Learn how to react when the child behaves inappropriately

  5. Reacting to Appropriate Behavior • The Token Economy • Motivational system • Children accumulate and trade tokens for reinforcers

  6. Reacting to Inappropriate Behavior • Typical adult reactions • Response Cost • Taking away privileges, items, or tokens • Removal Time-Out • “Chair” time out • Removed from classroom

  7. Disadvantages • Response Cost • Removing tokens may evoke inappropriate behavior • Removal Time-Outs • “Power struggle” • May reinforce escape-maintained behaviors

  8. Time-In Programs

  9. 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

  10. 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

  11. What Occurs During Time-In? • Opportunity to earn reinforcers through the Token Economy • Opportunity to participate in all regularly-scheduled, preferred activities

  12. 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

  13. Elements of a Time-In System • Consistent warning system precedes Time-In removal • Counting 1-2-3 • Tab removal • Visual representation of Time-In

  14. 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”

  15. 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

  16. 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

  17. 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

  18. Case Studies

  19. Dean • 5-yr-old male • Special Day Class • Autism Diagnosis • Target Behaviors • Non-compliance • Self-injurious behavior • Aggression

  20. Dean School: Non-compliance

  21. Dean School: Non-compliance

  22. Parent Training • Effective at school • Implementation of system at home

  23. Dean Home: SIB

  24. Dean Home: SIB

  25. Dean Home: SIB

  26. Dean Home: Aggression

  27. Dean Home: Aggression

  28. Dean Home: Aggression

  29. Seth • 12-yr-old male • Full-inclusion with aide support • Asperger's Diagnosis • Target Behavior • Off-Task Behavior

  30. Seth: On-Task Behavior

  31. Seth: On-Task Behavior

  32. Seth: On-Task Behavior

  33. Seth: On-Task Behavior

  34. Seth: On-Task Behavior

  35. Seth: On-Task Behavior

  36. Seth: On-Task Behavior

  37. Seth: On-Task Behavior

  38. John • 8-yr-old male • Communicatively Delayed Class • Autism Diagnosis • Target Behaviors • Whining • Repeated Questioning

  39. John: Whining

  40. John: Whining

  41. John: Repeated Questioning

  42. John: Repeated Questioning

  43. Donny • 9-yr-old male • Language Acquisition & Social Skills Class • Autistic-like behaviors, OCD, ADHD • Target Behaviors • Tantrum • Hands-on others

  44. Donny: Tantrum

  45. Donny: Tantrum

  46. Donny: Hands-on Behavior

  47. Donny: Hands-on Behavior

  48. Sam • 9-yr-old male • Full Inclusion class with aide support • Asperger's diagnosis • Target Behaviors • Arguing with adults • Inappropriate behavior with peers

  49. Sam: Arguing

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