Behavior Modification of Classroom Rule by Use of a Token Economy Reward System

Controlling the behaviors of young children who spend long hours in the preschool setting may be a disheartening task for the typically uncertified and minimally educated teacher. Prior research has shown that the use of an individual contingency token system proves to be an effective method for increasing positive student behaviors (Shapiro & Goldberg, 1986). The results of their study also suggested the students themselves favored the use of an independent contingency method. Additionally, the use of a whole-class system has shown to aid the effectiveness of strategies the teacher may already have in place (Filcheck, McNeil, Greco & Bernard, 2004). Rules alone have been known to exert little effect on classroom behavior (Madsen, Jr., Becker, & Thomas, 1968).

Although there is much research indicating that unfavorable behaviors in early childhood exist, research on the token economy system as an intervention at this age is limited. The effectiveness of reward in elementary through high school aged students has been acknowledged through ample research, however, more research on using the system for typically developed preschool students is needed. Findings have shown that children's behavioral competence can be crucial for optimal functioning in the preschool setting (Winsler, 2002). In addition, since research has shown that behavioral problems in early childhood will persist into the school age setting (Campbell, 1995), one might conclude logically that effective treatment of behaviors at a young age may also decrease later childhood behavioral problems.

The purpose of the present study was to examine the effectiveness of the token economy based on an individual contingency reward system within a typical, full-time preschool setting. The use of behavioral observation data was based on the number of times the children broke familiar classroom rules and included baseline and post data. Will the use of a scheduled token reward system enhance the effectiveness of the classroom rule structure while simultaneously decreasing the disruptive behaviors? Method