token reward systems

[Jimjams]

Anyone doing this? We're going to introduce it soon(ish). Have some lovely cards and tokens ready (1-5). How useful (if at all) do you find it at home?

No, but I'd like to find out more!!! I can imagine how it works but what are the cards for?
Thanks BH

Yes, have used them often and they work wonders with specific behaviours. Can give you some general ideas (there's a thread that's gone into this a bit on Education "Do I need Ed Psych). Is there anything about this in the Catherine Maurice manual? I'll find out if anyone knows of another book as I think these can be quite complex and need careful handling..... certainly with children with ASD as opposed to NT.

I was going to use the PECS system (which must be ABA based). Basically you start with a PECS card velcroed onto the board "I am working for" eg buttons. There is space on that card for one token. So you say "clap hands" or something the child finds really easy - immediately place the token on the card and then immediately physically prompt them to remove the token and pass to you- instant button. Gradually you increase to 5 tokens (and longer gaps obviously). Does that sound right?

That sounds like a very simple version. It sounds more close to delayed reinforcement which is, I suppose, what token economy is but I don't see why you would teach this now. Why use a token and not just reinforce for whatever task, action etc is requested? I would be more inclined to do what you're doing with maybe a 3 box row with a PEC or some sort of symbolisation of Task 1 (drawing?), then Task 2 (puzzles?) and then the reinforcer. As each task is completed or you're satisfied with what has been achieved, that PEC is removed to "done". Do you see what I mean? Token economy is much more for specific difficulties and problem behaviours and also delayed reinforcement, I don't see why your DS1 can't have instant reinfocement! Unless its for use at school...... I'll give it more thought and see what I can dig out of my millions of saved files.....

Well at home we were thinking of using it for things like mealtimes, and also for sequences (tends to get a bit lost). I see what you mean about instant reinforcers - but for ds1 often the only reinforcer we have that is strong enough is choc buttons and it would be nice to delay dishing those out all the time iyswim. If it works I guess- but the promise of a choc button at the end may be more reinforcing than toys/raisins along the way iyswim

He does the sequence stuff at school (TEACHH!!!!- you know what thats like with the baskets ) Used it at home a bit as well but he often trys to use the reward to "request"!

His SALT wants to introduce a schedule at home as well to see if structuring the day makes it more bearable for everyone when he is at home.....

How do you use it for problem behaviours? I don't think he has the understanding yet for "nice walking = tokens = reward" or is it one of those things where it can't be used until a certain level of understanding has been reached?

Just realised I didn't answer! For problem behaviours we've had a laminated chart (natch!) and a visual depiction of the opposite of X behaviour, e.g. "hands quiet", "nice sitting" etc. Sorry about the terms but its hard to find something that is just 2 words to describe it. We would give a token every time he doesn't indulge in X, Y or Z behaviour at the time he normally would, e.g. if you sit opposite him and he likes to pull hair (hand quiet) or if you ask him to put something away and he throws it etc. We sometime also use a timer and reinforce just for not doing X, Y or Z and having "hands quiet" etc. It does work!
Anyway, I found a long and detailed article about token economy, rather more involved than a start chart, and am happy to email it to anyone who is interested, its from a conference and someone put it in the archive of an EGroup I belong to. I might find some other things if I look that are shorter!

Yes please!

And ahh that's what I need to do with the stairs then. What's the opposite of not throwing/dropping.

Good question! Maybe you'll have to set up situations and reinforce for not doing it, might have to be "not throwing" though as can't think of how to say opposite, "holding well"? ugh! Home prog supervisor here at the moment, I'll ask her. Will send document privately.

Have posted on throwing downstairs thread. ABA supervisor says no to token economy for this behaviour as very likely sensory. Will forward docuemnt about Token economy later, just leaving to collect DS from school and then trampolining. Also awaiting more info on token systems.......