Evaluation of a Token Reinforcement System for Assignment Completion in Students with Educational Disabilities

Token reinforcement systems are an effective tool in applied behavior analysis. Studies as early as the 1960s and 70s have demonstrated the effectiveness of token economy from addressing the behaviors of psychiatric patients (e.g., Allyon & Azrin, 1965) to supporting the academic achievement of students in school settings (e.g., McLaughlin & Malaby, 1972) Most recently, Espinoza and Hackenberg (2024) discussed the history and effectiveness of token reinforcement, while providing practical recommendations for its application. The current study aimed to implement a token reinforcement system to increase assignment completion and accuracy in three eighth-grade students with various medical and educational diagnoses in a Title One school district. Participants received a 10-question assignment worksheet of previously taught math problems. A changing-criterion design was implemented to evaluate the effects of a token system on problem-solving accuracy. Probes were conducted in their general education classroom and special education classroom. During the intervention, participants received tokens for problems answered correctly based on a system with increasing criterion. Results showed that the token system was an effective strategy to increase assignment accuracy and completion in all three participants, similar to the findings of McLaughlin and Malaby (1972).