Differentiating Behavior Objectives for a Class Wide Token Economy
Jennifer Gonda, M.S.Ed and Natasha Walski
Token economies are an evidence based strategy to reduce problem behavior, increase appropriate behavior, and achieve academic, social,
and communication outcomes for all students (Turnbull, Turnbull, & Wehmeyer, 2010; Vargas, 2009). The use of a whole classroom token
economy is effective to achieve a specified behavior objective (Filcheck & McNeil, 2004; McGinnis, 1999). Utilizing a token system with the
same principles but different behavior objectives, frequency of token delivery, and reinforcement is an effective way to manage a classroom
and promote individualized goals. This token economy and its procedures follow Positive Behavior Support strategies outlined in IDEA 2006
(Vargas, 2009). Applying a token economy to the whole class in a differentiated way is socially valid as these students need practice in
participating in group settings (Dixon & Holcomb, 2000). Increasing self-monitoring for students and their own behaviors dually builds
appropriate behavior, but allows the student and teacher to share responsibility in behavior management (McLaughlin & Malaby, 1972).
Steps to create your own system
1. Interview and take interest inventories to find what students are motivated by
2. Observe students and take data to find target behaviors
3. Identify frequency and intensity of target behaviors
4. Determine how much reinforcement students need by looking at frequency of
behavior and assign appropriate differentiated token economy board
5. Give students token economy menu board so students can choose what they are
working for
6. Have students identify target behavior
7. Give students appropriate differentiated token board
8. When students are displaying target behavior, students get a token
9. At end of time block, if students earned their tokens, students earn reward
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