Education and Training in Developmental Disabilities - Division on ...

the token system (see Figures 1 <strong>and</strong> 2). Specifically,
Alex would place it on a lam<strong>in</strong>ated
sheet of paper (approximately 20 13 cm)
that <strong>in</strong>cluded a l<strong>in</strong>e draw<strong>in</strong>g stat<strong>in</strong>g “do work”
<strong>and</strong> pieces of Velcro to receive the tokens he
would earn. Troy placed his reward picture on
a small plastic box conta<strong>in</strong><strong>in</strong>g the snap blocks
he was to earn <strong>and</strong> which had a l<strong>in</strong>e draw<strong>in</strong>g
attached <strong>in</strong>dicat<strong>in</strong>g, “help.” The experimenter
would then give a verbal rem<strong>in</strong>der of
the behavior required to earn the reward
(e.g., “first, f<strong>in</strong>ish work [po<strong>in</strong>t<strong>in</strong>g to the picture
<strong>in</strong>dicat<strong>in</strong>g “do work”], then get computer
[po<strong>in</strong>t<strong>in</strong>g to the photo of the computer],” or
“ask for help [po<strong>in</strong>t<strong>in</strong>g to the picture <strong>in</strong>dicat<strong>in</strong>g
“help”], then get headphones [po<strong>in</strong>t<strong>in</strong>g to
the picture of the headphones]”).
At the beg<strong>in</strong>n<strong>in</strong>g of tra<strong>in</strong><strong>in</strong>g, both participants
were shown how to use the token systems.
Specifically, Alex was shown <strong>and</strong> told
how to take a token from the conta<strong>in</strong>er as he
completed each task <strong>and</strong> place it on the lam<strong>in</strong>ated
sheet. When he had taken all tokens
out of the conta<strong>in</strong>er, he was <strong>in</strong>structed to take
the picture of the reward <strong>and</strong> go to his reward,
most often the computer. The token conta<strong>in</strong>er
only held the number of tokens correspond<strong>in</strong>g
with the number of tasks he was
required to complete dur<strong>in</strong>g that work session.
Troy was shown how to take a snap block
out of the conta<strong>in</strong>er each time he verbally
requested help. His conta<strong>in</strong>er also held only
the number of blocks correspond<strong>in</strong>g with the
number of times he was to request help dur<strong>in</strong>g
that work session. Once he had earned
<strong>and</strong> snapped together all the blocks, he would
show blocks to the teacher or experimenter to
receive his reward, most frequently the headphones.
Any prompts necessary for the successful
use of the token system were given,
<strong>in</strong>clud<strong>in</strong>g h<strong>and</strong>-over-h<strong>and</strong>, po<strong>in</strong>t<strong>in</strong>g, <strong>and</strong> verbal
rem<strong>in</strong>ders. As dur<strong>in</strong>g basel<strong>in</strong>e, sessions
lasted for a maximum of five m<strong>in</strong>utes <strong>and</strong>
ended once the participant had earned his
reward. Criteria to earn rewards <strong>in</strong>creased
once the participant demonstrated stability at
the current level by meet<strong>in</strong>g or exceed<strong>in</strong>g the
set criteria for two to three consecutive sessions.
Thus, Alex was required to complete
one task for the first four tra<strong>in</strong><strong>in</strong>g sessions, two
tasks for eight sessions, three tasks for five
sessions, <strong>and</strong> four tasks for the last three sessions.
Troy was required to make two requests
for help for two sessions to earn his reward,
four requests for the next fourteen sessions,
five requests for three sessions, <strong>and</strong> six requests
for the last three sessions.
Self-monitor<strong>in</strong>g booster sessions. We noted anecdotally
that dur<strong>in</strong>g the first two phases of
self-monitor<strong>in</strong>g tra<strong>in</strong><strong>in</strong>g, participants were not
us<strong>in</strong>g the token systems <strong>in</strong>dependently; thus,
at that time, we collected data establish<strong>in</strong>g
basel<strong>in</strong>es for <strong>in</strong>dependent use of the token
systems. We then implemented booster sessions
to provide repeated practice us<strong>in</strong>g the
systems. This occurred at the criteria of two
tasks completed for Alex <strong>and</strong> four requests
required for Troy, thus prolong<strong>in</strong>g those
phases for each participant, allow<strong>in</strong>g for collection
of basel<strong>in</strong>e <strong>and</strong> treatment data regard<strong>in</strong>g
<strong>in</strong>dependent use of the token systems.
Alex’s eight booster sessions took place over
two days, while Troy’s 10 booster sessions all
occurred <strong>in</strong> one day. Alex received fewer per
day due to the appearance of self-<strong>in</strong>jurious
behavior, bit<strong>in</strong>g his own arm, after four sessions
back-to-back. Booster sessions for Alex
consisted of present<strong>in</strong>g him with shortened
tasks. For example, a task <strong>in</strong>volv<strong>in</strong>g sort<strong>in</strong>g
different colored straws <strong>in</strong>cluded approximately
1/3 of the previous number. Tasks
were presented <strong>and</strong> completed rapidly, followed
by delayed prompt<strong>in</strong>g to teach him to
use his tokens. If he did not take a token after
five seconds, he was prompted to take it <strong>and</strong>
place it on the token sheet. Dur<strong>in</strong>g the first
day of booster sessions, he completed two
tasks at each session before receiv<strong>in</strong>g his re<strong>in</strong>forcer;
this was <strong>in</strong>creased to three the second
day, after which he received two m<strong>in</strong>utes access
to his re<strong>in</strong>forcer. Troy’s booster sessions
<strong>in</strong>volved sitt<strong>in</strong>g at his study carrel without the
presence of a task <strong>and</strong> tell<strong>in</strong>g him he needed
to, “ask for help to earn a block.” Each time he
verbally asked for help, he received a block.
Delayed prompt<strong>in</strong>g was utilized for Troy as
well. Once he had earned four blocks, he
received two m<strong>in</strong>utes access to his re<strong>in</strong>forcer.
Once participants were <strong>in</strong>dependently us<strong>in</strong>g
their token systems the majority of the time,
booster sessions were discont<strong>in</strong>ued. Subsequent
to booster sessions, the delayed prompt<strong>in</strong>g
technique rema<strong>in</strong>ed <strong>in</strong> place for their use
of the token systems.
Self-monitor<strong>in</strong>g / 29