A Token Economy That Escalates During Writing
Devon is a 10-year-old fourth grader with an emotional behavioral disability and ADHD in a class of 27 students. He blurts answers, leaves his seat, and argues when asked to start independent writing. The teacher implemented a token economy: Devon earns a token for every five minutes of on-task behavior and trades five tokens for computer time. Within 10 minutes he typically escalates, tears his paper, and is removed to the office. The teacher has also begun taking away recess for incomplete work. A paraprofessional supports him for 30 minutes daily, mostly during writing. The classroom has one visual schedule and no designated quiet space. The teacher says the plan “works for other kids” and asks for a stronger consequence. The IEP team is scheduled to review behavior data next week.
1. Why is the current behavior plan likely ineffective for Devon?
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The token economy likely fails because the criterion of five minutes is too long for Devon’s current stamina, the reinforcer is delayed, and removal to the office may reinforce escape from writing. Recess removal is a punishment that does not teach the missing skill and may increase escalation. The plan targets behavior after it occurs rather than antecedents. The statement that it “works for other kids” is not data. A functional behavioral assessment is needed to identify function - likely escape from writing and/or attention - and to build a function-based plan with high rates of reinforcement.
2. What antecedent and environmental changes would you recommend?
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Modify antecedents: break writing into two- to three-minute chunks with a visual checklist; provide a choice of topic or order; precorrect and rehearse transitions; offer a quiet corner; use a visual timer; check in before the task; reduce paper length; provide sentence starters. Teach a replacement behavior: request a break or help appropriately. Reinforce brief approximations immediately, then thin the schedule. Keep tasks within his independent range so he contacts success.
3. How should adults respond when Devon begins to escalate, and what data should be collected?
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Respond calmly and consistently: prompt the replacement behavior, offer a break, avoid arguing, and return to task after the break. Track frequency, duration, and function before and after the plan. Review data weekly with the team. If escalation continues, revise the behavior intervention plan, consider further functional assessment, and ensure the IEP includes behavioral goals and supports. Do not use recess removal as the primary consequence.