Date of Award

Spring 5-2024

Document Type

Thesis

Degree Name

Master of Arts in Behavior Analysis

Department

Education and Human Services

First Advisor

Robbie Hanson

Abstract

The execution of a token economy has been shown to be effective to decrease problem behaviors and increase task completion, communication, and other skills for individuals with and without intellectual and developmental disabilities (Matson & Boisjoli, 2009). Although previous research has shown token economies to be effective, there remains criticisms regarding existing research, such as low experimental rigor, among others (Maggin et al., 2011). Additionally, although token economies embed evidence-based behavior-analytic strategies (Wong et al., 2015) there appears to be a disconnect between basic and applied research and implementation of token economies in a clinical context (e.g., relying on fixed versus variable schedules of reinforcement). Further, there remains little research examining token economy use with preschool children with autism. Therefore, the purpose of the current study was to examine the effectiveness of a token economy using a flexible approach to the token exchange via a variable ratio schedule of reinforcement system in a preschool setting with one young participant with autism. The results showed an increase in task completion and a decrease in problem behaviors following intervention, with the results replicated across return to baseline and return to intervention phases.

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