Premium
Use of the token economy system to intervene on a school‐wide level
Author(s) -
Boegli R. Glen,
Wasik Barbara H.
Publication year - 1978
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197801)15:1<72::aid-pits2310150114>3.0.co;2-q
Subject(s) - token economy , psychology , intervention (counseling) , reading (process) , test (biology) , security token , school system , sample (material) , mathematics education , applied psychology , social psychology , pedagogy , computer science , reinforcement , computer security , political science , paleontology , chemistry , chromatography , psychiatry , law , biology
Many writers have suggested that professionals dealing with psychological problems in school settings need to consider procedures for consulting on a system level, rather than on an individual or a group level. In this report, a token economy system was implemented for all 459 students in a K‐6 elementary school. Managing an intervention program at the system level required comprehensive procedures for staff training and program modification. The results showed a major decrease in classroom disruptions and a decrease in negative teacher interactions during the token economy system compared with baseline data. Data analysis the following summer on system‐wide variables demonstrated that the number of suspended students and number of days of suspension decreased, that the rate of gain on achievement tests in reading and mathematics increased compared with the yearly rates suggested by test scores the previous year, and that the teacher turnover rate decreased. Several variables considered necessary for the effective implementation of the program were discussed.