| Teachers at a public school in a district in the Northeastern United States have reported behavior management issues among 5th and 6th grade students enrolled in an intensive support program classroom. The purpose of this study was to determine the effectiveness of a token economy system in improving academic performance and behavior among these students. The theoretical model of Skinner provided the framework for this study. Research questions concerned the impact of a token economy on student behavior and student achievement, along with the comparative impact of intangible and tangible rewards. Existing data from 4 classrooms, collected by the target school between 2009 and 2012, formed a convenience sample. A causal-comparative, ex post facto design was employed. Data gathered from the beginning of a school year were compared to data gathered at the end of the year; these data were analyzed using paired samples t tests. According to study results, there was a statistically significant improvement in behavior but not in achievement. Differences between student responses to intangible rewards and intangible-plus-tangible rewards, analyzed using independent samples t tests, showed no difference in behavior or achievement with the addition of tangible rewards. These findings suggest that a token economy can improve student behavior without any sizable investment in tangible rewards. The ability of a token economy to enhance student behavior can result in positive social change for students and their teachers in the form of improved classroom atmosphere, improved student attention to learning, and improved student academic success. |
