ABA 510 M6 Project

ABA527 Project - Module 6.1 Roberta Bell

Part 1: Evaluation of Tools

1. Creating Effective Classroom Environments Plan Template

This tool outlines classroom behavioral expectations by creating a template with 3 different expectations (1) kind to self, (2) kind to others, (3) kind to others, across 4 different classroom routines (1) teacher directed instruction (2) small group activities, (3) Independent work, (4) transitions. It provides a brief summary of what these expectations look, feel and sound like across all routines. It also outlines the prompting procedures as well as correction/praise procedures for classroom instructors.

Pros Student-centered language, based on positive reinforcement and reprompting/demand follow- up, does not allow demand escape, not based on punishment procedures

Cons Expectations may be too broad/general, lesson plan template is time intensive, no formal procedure for data tracking.

2. The Student/Teacher Game

The student teacher game is an easy strategy that can be used at any time to prompt desirable behavior based on 5 simple rules.1) Explain how students (and the teacher) will earn points (i.e., for positive behavior) 2) Share a point goal (e.g., 5 points, double the teacher points) 3) Define the time period (e.g., 30 minutes) 4) Share the rewards for winning (e.g., class dance party, extra recess time etc)

Pros play/game based, based on positive reinforcement, can be implemented at any time, token reinforcement system utilized (game points), flexible duration (can be as short or long as desired), fidelity checklist included, tips for success, reference list for proof of data-supported methods

Cons No procedure outlined for if students do not meet expectations, lack of technological procedures such as suggesting a gradual thinning schedule of reinforcement so the game doesn’t become too easy, but does not explain in detail how to shape the schedule of reinforcement gradually and when to do so.

Part 2: Tool Development

This tool would use an already common classroom token system, Class dojo, as a token economy system to reduce problem behaviors during lunch/recess and reward positive behavior. Up to 20 points per lunch/recess can be rewarded by para educational staff for positive behavior which can then be used to purchase tangible reinforcers. One study found that an Intangible Token Economy System (Classdojo) was effective in reducing off-task behavior even in a kindergarten classroom setting where students often require tangible instructions and rewards. Although, this may be due to the unique success of Classdojo as a token system over other intangible token systems. Another study found a token reward system in the form of a “fake” currency was highly effective at reducing aggression during recess. This tool combines the best of both worlds to create a token economy currency that utilizes a highly effective token reward system and eliminates the need for students and staff to keep track of “fake” currency that can be misplaced or taken.

References

Wheeler, D. G. (2017). The Effects of an Intangible Token Economy on Off-Task Behavior of Kindergarten Students.

Yassine, J., Tipton-Fisler, L.A. Independent Contingency and Token Economy at Recess to Reduce Aggression. Contemp School Psychol (2021). https://doi.org/10.1007/s40688- 021-00364-7