Token economy.
Please find an example of a token economy on the internet. Briefly discuss/summarize the token economy you read about and discuss in depth the site based on the readings from this week and from what he have learned so far in class.
List the url.
Please be sure to use as many behavioral terms as you can.
Let us know if you have any questions,
--Dr. M
This article talks about a winter farmers market that takes place in Portland, Oregon, that accepts SNAP (formerly food stamps) as a form of payment. People use cash or SNAP in order to purchase wooden tokens that can be used in the market to purchase fresh produce. When a woman went and used the SNAP form of payment to buy $20 worth of tokens, she was given $40 worth of tokens instead. Customers at this farmers market are given double the tokens when using SNAP, both as a way to help fight hunger but also as a way to promote healthier eating.
The farmers market is hoping that they can use this incentive as a positive reinforcement: eat healthier food and get more than you pay for, creating a very desirable outcome. This effort is in hope that people place a higher intrinsic value on their own personal health and the way that they take care of their body by the way that they eat. To break down the situation in the form of the ABC’s of behavior modification:
Antecedent = Providing double tokens to people
Behavior = Customers are able to purchase twice as much fresh produce
Consequence = People eat healthier and have a higher incentive to eat more healthy food more often
Those who are running the farmers market are doing an excellent job of adjusting and controlling the antecedent in order to elicit the behavior of getting more people to buy more produce and eat more produce. You could even say that in a way those who are running the market are manipulating behavior to some extent; they are not necessarily controlling their behavior constantly, but they are purposely increasing their behavior in a helpful way for both parties involved.
Source URL:
http://www.theforecaster.net/news/print/2012/02/21/token-economy-portland-organizations-quest-bring-h/114831
Terms Used: Positive Reinforcement, Desirable, Intrinsic, Antecedent, Behavior, Consequence, Elicit
This article talks about a winter farmers market that takes place in Portland, Oregon, that accepts SNAP (formerly food stamps) as a form of payment. People use cash or SNAP in order to purchase wooden tokens that can be used in the market to purchase fresh produce. When a woman went and used the SNAP form of payment to buy $20 worth of tokens, she was given $40 worth of tokens instead. Customers at this farmers market are given double the tokens when using SNAP, both as a way to help fight hunger but also as a way to promote healthier eating.
The farmers market is hoping that they can use this incentive as a positive reinforcement: eat healthier food and get more than you pay for, creating a very desirable outcome. This effort is in hope that people place a higher intrinsic value on their own personal health and the way that they take care of their body by the way that they eat. To break down the situation in the form of the ABC’s of behavior modification:
Antecedent = Providing double tokens to people
Behavior = Customers are able to purchase twice as much fresh produce
Consequence = People eat healthier and have a higher incentive to eat more healthy food more often
Those who are running the farmers market are doing an excellent job of adjusting and controlling the antecedent in order to elicit the behavior of getting more people to buy more produce and eat more produce. You could even say that in a way those who are running the market are manipulating behavior to some extent; they are not necessarily controlling their behavior constantly, but they are purposely increasing their behavior in a helpful way for both parties involved.
Source URL:
http://www.theforecaster.net/news/print/2012/02/21/token-economy-portland-organizations-quest-bring-h/114831
Terms Used: Positive Reinforcement, Desirable, Intrinsic, Antecedent, Behavior, Consequence, Elicit
This article is about how to increase desired behaviors in the classroom like "all students walk quietly in the hallway, or they bring their textbook to class, and all students bring in completed homework." There are several different reinforcer suggestions in this article. I'm choosing to talk about the class wide color chart. The chart is made up of five categories all represented by different colors (sports themed). The entire class starts on the green square that says "ready to learn" if the students meet the teacher's expectations as a class on Monday, they move up to the light blue square that says "ready to bat", if they continue to emit the desired behavior as a class they continue to move along the chart (next is pink "team player, purple "team captain", and dark blue "champion"). By the end of the week if the class is at "champion" they get to pick a prize out of the treasure box (positive reinforcement). If they get on "champion" three out of four weeks they get to have a popsicle party. If they do not meet these expectations they have a meeting discussing why they didn't reach the goal of changing their targeted behaviors.
I think this is a good system because this will motivate everyone to emit the desired behavior. As long as the entire class enjoys popsicles, that reinforcer would be positive and pleasurable. The fact that it only happens once a month also is a good idea. It is more motivation. It helps that they receive a small prize at the end of every week too so they don't give up on trying for the party. As long as the target behaviors are specific I don't see how this system would be unsuccessful. In terms of the ABC's the antecedent would be the teacher setting the rules for the system, the behavior would be the children emitting doing what the teacher wants, and the consequence would be moving up on the scale.
Source:
http://bringingaba.com/2012/10/14/token-economies-examples-of-class-wide-and-individual-token-economies-for-inclusive-settings/
Terms:desired behaviors, consequence, antecedent, behavior, emit, reinforcers, pleasurable, target behaviors, positive reinforcement
Token economy - psychiatric wards
The example I found on the internet was of the first token economy developed in psychiatry and applied in a mental hospitals. Following the published success of B.F.Skinner’s work in behaviorism, the pioneers of the token economy in mental hospitals developed their concept for behavioral change using operant conditioning to increased desired behaviors. The pioneers created a token economy that rewarded individuals who emitted desired behaviors in areas such as self-care, social and work behaviors. The behaviors individuals would emit were banked using a ‘credit card.’ This credit card listed the general areas for behavior change such as during meals, groups, work, staff and peer relations along with individual targets. Behaviors were recorded daily and weekly totals were devised. With the successful display of the required number of behaviors, patients were reinforced with the things they most desired such as cigarettes, candy, and beverages, personal, Radios or televisions, single rooms, special privileges and home visits. Ward staff members were informed of the program and taught the skills needed to implement it, such as organization and management skills to keep track of recording behavior, along with learning to standardize desired behaviors to reward each patient fairly. Whilst this program was shown to be effective across the country and world, there were cons to the process such as the issue of fading. After patients had left institutions both their behavior was not tracked because they were not longer reinforced. Whether such programs are effective over the long-term, after patients have left the facilities, is doubtful, thus the issue of fading would have to be addressed.
TERMS: Token economy, B.F.Skinner, behaviorism, condition, increased, desired, rewarded, emit, fading, bank, standardize, reinforced
URLs
http://ajp.psychiatryonline.org/article.aspx?articleID=174312
http://www.drleashabarry.com/pbs/week08/History%20of%20Token%20Economy.pdf
The example of a token economy on the Internet that I found was a classroom token economy. This program mainly centered on children who have ADD. The description of the program is an in-class positive reinforcement program made for the classroom. When a child emits a pleasurable target behavior the child will be given tokens for these behaviors. The tokens will then be counted and after a certain number of tokens are saved up the child will then be reinforced with a prize/ reinforcer.
First, this token economy wants the target behavior to be selected. They give a list of target behaviors that they want to be emitted by the children. For example, turned in homework on time, obeyed class rules, played well with the others, etc. are good examples of target behaviors.
Second, the classroom token economy states to develop a way of keeping track of the tokens. They also state that keeping the tokens out of reach of younger children is advised because the younger children can get easily distracted.
Third, the program says to choose a reward. Now, as we have discussed in class it should say reinforce instead of reward. Either way the third step is to choose what reinforces the target behaviors that are being emitted by the children. They give several great examples for reinforcers, such as: extra recess time, playing games, erasing the chalkboard, etc.
Fourth, this step is extremely important. This step is where the teacher decides how many tokens need to be saved up in order for the children to receive their reinforcement. This program also discusses how the amount of tokens shouldn’t be too high or less the child might get discouraged.
Fifth, this step is where the teacher or instructor explains the program to the child. They explain the program before it begins so they know all the details.
Sixth, this step is when the teacher decides what the schedules of reinforcement will be. This depends on what the target behavior is. Some teachers will decide to reinforce the behavior every time the child emits the behavior or every so many times the child emits the behavior.
Seventh, is when the teacher will reinforce the child for emitting their target behavior.
Eighth, is when the program can change and the amount of tokens can be increased if the desired target behavior is achieved.
Terms: desired, target behavior, behavior, emitting, emits, schedules of reinforcement, reinforcement, reinforce, reinforcer, emitted, tokens, token economy, positive reinforcement, pleasurable, reinforced, and emits.
http://popsmin.tripod.com/classtokenecon.html
The article I found discussed the token economy system in prisons. The article explains that prisoners who emit desirable target behaviors such as complying with the rules or completing chores are reinforced with tokens. After a certain amount of tokens (depending on the prison) prisoners may exchange them for goods or backup reinforcers. These backup reinforcers include cigarettes, candy, access to the T.V., and more. Research conducted on the effectiveness of this token economy has found its consequences to be mostly positive. The token economy induces a positive effect on prisoners’ behavior, prisoners are more compliant to rules and officers, as well as their moods are positively affected. The problem with the token economy in this setting however is that it is not long lasting and the behaviors may eventually become extinct. Researchers have found that the program was most effective while the offenders were in prison. For the token economy to continue to be effective, it must continue to be reinforced even outside of prison. Another problem with the token economy in prisons is the trading and stealing of tokens. Prisoners who do not emit desirable behaviors may steal others’ tokens therefore those emitting the desired behaviors are no longer reinforced. Additionally behaviors are elicited in the presence of the guards. When the guards are not around prisoners may behavior undesirably but are still being reinforced. Overall I think the token economy is helpful within the prison environment. Prisoners are consistently being punished; the token economy reinforces desirable behaviors and places prisoners in a better mood. The main objective of prison is to punish prisoners as well as to alter their behaviors into more desirable ones, especially if they are to be released into society. The reinforcers that the token economy allows may improve both the moods and behaviors of the prisoners. I think it should continue to be implemented within the prison environment. In addition, more research should be conducted on how to keep those behaviors reinforced when prisoners are released.
Terms: target behavior, punishment, reinforcement, elicit, emit, consequences, extinction, environment, backup reinforcers, desirable, undesirable, token economy
http://elinharding.wordpress.com/2012/03/11/treatment-or-punishment-of-crime/
Token economies were a part of section 2.2 of reinforcement because token economies are secondary reinforcers.Token economies are commonly used in classrooms, correctional facilities, and with mental rehabilitation. Tokens are secondary reinforcers because they are not needed for survival like air,food, and shelter (primary reinforcers) but we learn to desire them because tokens can later be exchanged with other desired objects such as toys or fun activities. Token economys work under reinforcement and punishment because giving a token immediately after a desired behavior increases the likelihood that the behavior will happen in the future. Tokens can also work to extinguish undesired behaviors through punishment. Because tokens are desired, losing tokens is aversive. Having tokens taken away decreases the likelihood that the behavior will be displayed in the future. Token economies are based on the principles of operant conditioning and how they can be used in the classroom. Some examples include the importance of identifying target behaviors and establishing operation when setting up a token economy. It is important for the people in charge of the tokens, and those trying to earn them to know exactly what behaviors will earn tokens, and what behaviors will result in losing tokens in order for the tokens to properly become reinforcement, punishment, and to avoid confusion and frustration. It is important to know what resources (cost, staff, training) are needed to implement a successful token economy.
The link below is a you tube video of how token economies work with small children. This video breaks down everything I have discussed about token economies from section 2.2 This video is set up to show how teachers, parents, or really anyone can use a simple token economy system to elicit “good” behavior. This could be used with chores, homework, sharing and other behaviors that parents might want children to emit. This video has a "dos and don'ts" section when setting up token economies with small children.
The newest information on token economies was like a “to do” list. It explained that you must pinpoint the exact behaviors to be changed, then you can build the token economy, and finally implement the behavior. So for example after selecting the specific target behaviors you want to increase or decrease you must select the tokens you want to use that are easily dispensable and safe. Reinforcers are chosen next which need to be powerful so they are effective, but also must be inexpensive and don’t take up too much time. Secondary reinforcers must be set up with an appropriate cost. A bank has to be kept for reference. Tokens need to be paired with praise so that the tokens can eventually be diminished while praise is maintained. The video does a very good job explaining this and showing how it is done. The children are often encouraged with “good jobs” and high-fives. Its been emphasized in the book and additional readings that explanation of what is expected is very important and in this video the instructor makes sure the child knows exactly what is expected of them. There are pictures for the child to reference, as well as verbal cues, and the child knows exactly what they will earn for emitting the target behavior (in this case a correct homework answer). In the video the child knows they must earn exactly X number of stickers by saying the appropriate answer in order to play with X object. The little boy in this video is receiving positive reinforcement because he is given stickers that increase the likelyhood that he will continue to give correct answers in the future, and he is not punished when incorrect answers are given. The stickers then allow him to play with the objects that he desires. The woman in the video does a very good job explaining to the child what is expected, and how the viewer can set up a token economy with small children.
http://www.youtube.com/watch?v=ybIr6NCfA2U
Terms: token economy, reinforcement, punishment, secondary reinforcers, primary reinforcers, extinguish, aversive, operant conditioning, target behavior, establishing operation, emit, elicit, positive reinforcement.
I remember finding videos for reinforcement from previous topical blogs. I also remember writing about a token economy system that Supernanny used in the show that illustrated reinforcement, so I decided to look up an article about how people can implement what Supernanny does on her show without her. That’s how I came to stumble upon this article:
http://voices.yahoo.com/why-super-nanny-change-kids-two-days-how-438493.html
The example of a token economy that the article gives is making a poster of a train with positive behaviors on it. It utilized differential reinforcement of other by emphasizing that you word the behaviors that you put on the train in a positive way, and make them very descriptive like target behaviors should be. For example, you wouldn’t write “don’t hit your sister” on the train. Instead, you would write something like “when your sister makes you angry, go into your room and cool off.” Then, if the child emits this behavior, you give them a token, which might be a train ticket in this case. Then, once the child accumulates a certain amount of tickets, you might take them out to dinner at their favorite restaurant.
The reading defined a token economy as a system of individual reinforcement of target behaviors in which tokens are administered and exchanged later for backup reinforcers. The tokens act as secondary reinforcers, much like money. Although money would be a generalized secondary reinforcer. Children essentially “buy” prizes with their tokens. It is easy to see the relationship between tokens (tickets) and money.
The reading also said that the first step in developing a token economy is to pinpoint the trouble behaviors. This obviously was done in the article that I read. One of the problem behaviors was hitting his sister. I believe that the tickets (tokens) used in my article meet the criteria from the reading, that is they must be easily dispensed, safe to use, and hard to counterfeit. The reinforcer they selected sounds like it would be appropriate as well: going out to dinner. However, the child may become satiated if they get to go to their favorite restaurant too often. It might lose some of its reinforcing power. It might be useful for the family to come up with a pool of reinforcers that the child can choose from to prevent that satiation. The specific value of the tokens or the reinforcer cost weren’t explicitly covered in the article. It was just an example, and the parents would have to determine those on their own. The bank example wasn’t in this article either, but in the past when I used Supernanny for an assignment, I remember there being a little princess board. The girls had their pictures on it and would move it along as they completed tasks in their morning routine, and that was a way of keeping track of their tokens. I also remember from the reading that it’s important to praise the child while giving them the token. This wasn’t mentioned at all in the article.
TERMS:
Token economy system, reinforcement, behaviors, positive, differential reinforcement of other (DRO), target behaviors, backup reinforcers, secondary reinforcers, generalized secondary reinforcers, satiated, emits