{"title":"Extending Token Economy Systems with the Operant Demand Framework","authors":"Parker Levins, Shawn P. Gilroy","doi":"10.1007/s10864-024-09556-6","DOIUrl":null,"url":null,"abstract":"<p>Token reinforcement systems have been applied across various clinical and educational settings. Although effective across various contexts, limited guidance is available for clinicians beyond the initial construction and introduction of the system. Limited information regarding the efficacy of certain token system arrangements can introduce uncertainty whereby certain schedule arrangements could be overly lax or strict and potentially jeopardize the efficacy of an otherwise appropriate intervention strategy. Methods from operant behavioral economics were used in this study to characterize various token reinforcement arrangements using token-exchange and exchange-production schedules as a proxy for reinforcer ‘price’ across various token-production schedules (i.e., FR1, FR2, VR2). Concurrent chain procedures were used to evaluate preferences regarding token reinforcement system arrangements apart from overall efficacy. Results were largely consistent with basic research on token reinforcement and the varying arrangements yielded overall comparable rates of responding when controlling for the molar reinforcer price. Findings revealed that most participants demonstrated similar performances but distinct preferences regarding token schedule arrangements</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"2 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10864-024-09556-6","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
Token reinforcement systems have been applied across various clinical and educational settings. Although effective across various contexts, limited guidance is available for clinicians beyond the initial construction and introduction of the system. Limited information regarding the efficacy of certain token system arrangements can introduce uncertainty whereby certain schedule arrangements could be overly lax or strict and potentially jeopardize the efficacy of an otherwise appropriate intervention strategy. Methods from operant behavioral economics were used in this study to characterize various token reinforcement arrangements using token-exchange and exchange-production schedules as a proxy for reinforcer ‘price’ across various token-production schedules (i.e., FR1, FR2, VR2). Concurrent chain procedures were used to evaluate preferences regarding token reinforcement system arrangements apart from overall efficacy. Results were largely consistent with basic research on token reinforcement and the varying arrangements yielded overall comparable rates of responding when controlling for the molar reinforcer price. Findings revealed that most participants demonstrated similar performances but distinct preferences regarding token schedule arrangements
期刊介绍:
The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.