Use of a Token Economy to Increase Running on Command of a Child with Down Syndrome

Introduction• Children with Down syndrome (DS) at an

increased risk for behavioral issues (McConnell, 1992).

• Because of these underlying biophysical issues, a behavior plan should be implemented

• Token economy are a delayed method if reinforcement, receiving a token after a successful performance and exchanging for a “reinforcer” later (Lavay, 2006).

Introduction Cont. • Use of the token economy reverses maladapted

behaviors and results in impressive (positive) changes (Guevremont, 2010).

• Purpose: determine the effectiveness of a token economy to increase running on command of a child with Down syndrome

• Question is… Will a token economy be effective in increasing the running of a child with DS?

Data Collection• Student is 10 yr. old female

– Active student– Loves Pippy Long Stocking,

Barbie, & computer time• 20 min. adapted PE once a

week• 5 week token economy system

once a week during APE• Followed an “AB” design• Each week student could

receive up to 5 tokens to earn up to 5 min. computer time

Results• 5 weeks– Everything was

completed when asked except for following directions

– Ex. Running not when asked, sliding on the floor, etc.

– Increase in behavior of 80%

Results Cont. • 9/30-10/14: Baseline

data points collected– Each day there were

2 data points collected

• 10/21-11/18: With intervention. – Each date there

were 3 data points collected

Discussion• Research states that the token economy has been proven successful in

education based goals such as arithmetic and language (Dalton, 1973). • So, the question is will it be effective to increase running (or physical

activity)– Answer is Yes– 80% increase in behavior– 100% increase in the amount of running– Still some minor behavioral issues

• Token economies would be effective in PE settings because they are known to: decrease problem behaviors, improve skill acquisition, & increase other appropriate physical activity behaviors (Alstot, 2012).

References• Alstot, A.E. (2012). Implications for the Use of Token Economies in Physical

Education: A Literature Review. PHEnex, 4(1). Retrieved from http://ojs.acadiau.ca/index.php/phenex/article/view/1449.

• Dalton, A.J., Hislop, M.W., & Rubino, C.A. (1973). Some Effects of Token Rewards on School Achievement of Children with Down’s Syndrome. Journal of Applied Behavior Analysis, 6(02), 251-259.

• French, R., Henderson, H.L., & Lavay, B.W. (2006). Positive Behavior Management in Physical Activity Settings 2nd Edition. Champaign, IL: Human Kinetics.

• Guevremont, D.C., & Spiegler, M.S. (2010). Contemporary Behavior Therapy 5th Edition. Wadsworth, CA: Cengage Learning.

• McConnell, S.R. & Strain, P.S. (1992). Behaviorism in Early Intervention. Topics in Early Childhood Special Education, 12(01), 121.