Add to and fix literature review

Valeria Castano

Literature Review Outline

Introduction

· Extension to Carnett et al. (2014) study

· Why should we look at token economies? What is a preservative interest?

· Study the effects of preservative interest based token economies on task behavior

· Research is warranted to find the most effective method for on task behavior.

· Carnett Amarie, Raulston Tracy, Lang Russell, Tostanoski Amy, Lee Allyson, Sigafoos Jeff, & Machalicek Wendy. (2014). Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism. Journal of Behavioral Education, 23(3), 368–377.

Body

Token Economies

· Hackenberg, T. D. (2018). Token reinforcement: Translational research and application. Journal of Applied Behavior Analysis, 51(2), 393-435.

· Doll, C., McLaughlin, T. F., & Barretto, A. (2013). The token economy: A recent review and evaluation. International Journal of basic and applied science, 2(1), 131-149.

· Hine, J. F., Ardoin, S. P., & Call, N. A. (2018). Token economies: Using basic experimental research to guide practical applications. Journal of Contemporary Psychotherapy, 48(3), 145-154.

· Williamson, R. L., & McFadzen, C. (2020). Evaluating the Impact of Token Economy Methods on Student On-task Behaviour within an Inclusive Canadian Classroom. International Journal of Technology and Inclusive Education (IJTIE), 9(1), 1531-1541.

· Boniecki, K. A., & Moore, S. (2003). Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224.

· Zlomke, K., & Zlomke, L. (2003). Token economy plus self-monitoring to reduce disruptive classroom behaviors. The Behavior Analyst Today, 4(2), 177.

Interests

· Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Meta-analysis of studies incorporating the interests of young children with autism spectrum disorders into early intervention practices. Autism research and treatment, 2012.

· Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012). Using Perseverative Interests to Improve Interactions Between Adolescents With Autism and Their Typical Peers in School Settings. Journal of Positive Behavior Interventions, 14(3), 133–141.

· Carnett Amarie, Raulston Tracy, Lang Russell, Tostanoski Amy, Lee Allyson, Sigafoos Jeff, & Machalicek Wendy. (2014). Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism. Journal of Behavioral Education, 23(3), 368–377.

· Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28(3), 189-198.

· Hirst, E. S. J., Dozier, C. L., & Payne, S. W. (2016). Efficacy of and preference for reinforcement and response cost in token economies. Journal of Applied Behavior Analysis, 49(2), 329.

· Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review, 45(4), 379–399.

Conclusion

· Main findings: Studies have shown that including objects of interest in a clients token board will increase engagement.

· This study replicates past research conducted by Carnett et al. (2014) but also extends it by using multiple participants.

· The purpose of this study he purpose of this capstone is to extend the work of Carnett et al. (2014) and Charlop-Christy and Haymes (1998) and compare the effects of a token economy that does not include a child’s perseverative interest versus a token economy that includes the child’s perseverative interest on on-task behavior

· I hypothesize that the token economy with the clients perseverative interest incorporated in the token economy will increase on task behavior.

References:

Boniecki, K. A., & Moore, S. (2003). Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224.

Carnett Amarie, Raulston Tracy, Lang Russell, Tostanoski Amy, Lee Allyson, Sigafoos Jeff, & Machalicek Wendy. (2014). Effects of a Perseverative Interest-Based Token Economy on Challenging and On-Task Behavior in a Child with Autism. Journal of Behavioral Education, 23(3), 368–377.

Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28(3), 189-198.

Doll, C., McLaughlin, T. F., & Barretto, A. (2013). The token economy: A recent review and evaluation. International Journal of basic and applied science, 2(1), 131-149.

Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2012). Meta-analysis of studies incorporating the interests of young children with autism spectrum disorders into early intervention practices. Autism research and treatment, 2012.

Hackenberg, T. D. (2018). Token reinforcement: Translational research and application. Journal of Applied Behavior Analysis, 51(2), 393-435.

Hine, J. F., Ardoin, S. P., & Call, N. A. (2018). Token economies: Using basic experimental research to guide practical applications. Journal of Contemporary Psychotherapy, 48(3), 145-154.

Hirst, E. S. J., Dozier, C. L., & Payne, S. W. (2016). Efficacy of and preference for reinforcement and response cost in token economies. Journal of Applied Behavior Analysis, 49(2), 329.

Koegel, R. L., Fredeen, R., Kim, S., Danial, J., Rubinstein, D., & Koegel, L. (2012). Using Perseverative Interests to Improve Interactions Between Adolescents With Autism and Their Typical Peers in School Settings. Journal of Positive Behavior Interventions, 14(3), 133–141.

Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review, 45(4), 379–399.

Williamson, R. L., & McFadzen, C. (2020). Evaluating the Impact of Token Economy Methods on Student On-task Behaviour within an Inclusive Canadian Classroom. International Journal of Technology and Inclusive Education (IJTIE), 9(1), 1531-1541.

Zlomke, K., & Zlomke, L. (2003). Token economy plus self-monitoring to reduce disruptive classroom behaviors. The Behavior Analyst Today, 4(2), 177.