Drink-tokens

Token economy systems are widely used as a part of applied behavior analysis interventions in different settings such as schools, homes, and clinics. The token economy is a method of delivering tokens for positive behavior to increase the frequency of the desired behaviors (e.g., instructions). Later, the tokens can be exchanged for rewards (e.g. treats, time of iPad, social interaction). You might think “well, I am bribing my child to behave.” To that, a board-certified behavior analyst (BCBA) might tell you “token economy is not bribing.” Remember the differences between reinforcement and bribery! Think of it as how you get paid for working. You would not call that bribery, would you?

When using a token economy, here are the necessary steps:

1. Select a behavior: If your child has not experienced a token economy, a BCBA might recommend you choose one appropriate behavior initially. This ensures you can provide the token for that specific behavior. For example, using the word “please” when asking for something, going to bed on time, or doing 10 minutes of math homework.
2. Choose rewards: Make sure to choose something that your child enjoys. These items can include their favorite, special snacks, activities, toys, or privileges like staying up late or having a pizza night. Of course, you can also ask your child to give you ideas!
3. Select tokens: You can use checkmarks, poker chips, smiley faces, or cartoon characters that your child likes. You can find printouts here.
4. Track the earned tokens: You could use a chart or a box and place it somewhere you and your child can see and track points easily.
5. Determine how many tokens need to be earned: For different rewards, your child needs to earn a varied amount of token to exchange for them. (e.g. one token for a piece of candy, ten tokens for playing 30 minutes of video games). Also, make sure there are various small and big rewards so you child and get smaller rewards immediately or save up tokens for bigger rewards.

Here are some useful tips on running a token economy program:

1. Make sure to provide a token along with behavior-specific praise immediately after the selected behavior.
2. Start small and easy at the beginning of the program. You could even start by giving one free token to get the program going each day.
3. Change up the rewards from time to time so your child will not lose interest.
4. Have your child engages in the token economy development and creation. Your child can design the tokens, or what rewards to earn.

We will introduce another graduate senior behavior clinician at the ABA Husky Clinic next week and learn about how he discovers his love for ABA. To explore more ABA related topics and resources, check out our Facebook page.

entrepreneur.com

First, what is shaping you might ask? Shaping is an invaluable technique used in applied behavior analysis (ABA) to reinforce small steps that eventually lead to the desired skills such as verbal skills, imitation, and independent play. It is especially helpful for children diagnosed with autism spectrum disorder (ASD). Shaping breaks down tasks into smaller pieces that are easier for the child to manage and master the skills.

Shaping allows parents to celebrate small steps and through these positive approaches to change behavior. Even though the process of learning a skill will be typically slower with shaping technique. However, for many children, it has been quite successful.

There are a few steps when practicing shaping:

• Identify a task you want the child to learn.
• Select something the child enjoys playing with, eating, or providing attention.
• Breaking the task down into small steps.
• Once the child performs the small step, make sure to provide the reinforcer and special praise (behavior-specific praise)
• After a couple times of successes, increase requirements gradually. In other words, adding the next small step.

Let us apply those steps with an example of sitting at the dinner table for 10 minutes.

• You would like the child to sit at the dinner table for 10 minutes. (identify a task)
• The child really likes goldfish crackers, so you decide to use them as a reinforcer. (select a reinforcer)
• You know sitting at the table for 10 minutes is way too difficult for your child. You decide you would start with 30 seconds. (breaking down the task)
• After you see your child sitting at the dinner table for 30 seconds you immediately provide a goldfish cracker and say “Mei, you did a great job sitting at the table” with a gentle pat on the shoulder. (provide selected reinforcer and behavior-specific praise)
• Now the child can sit at the dinner table for 30 seconds a couple times. You decide to make it one minute next time. (increase the small requirement)

Parents might ask “what if the child does not do the very first step?” A board-certified behavior analyst (BCBA) will tell you to make the first step even easier and smaller. Also, you can always help the child when the first step is too difficult.

For more ABA-related topics and parenting skills in the coming weeks, check out our blog and Facebook page. For more resources on ABA, click here.

blogs.city.ac.uk

In Week 3, we discussed the topic of behavior-specific praise. This week we are going to incorporate the strategy with the new technique: praising the alternative behavior.  Sometimes, parents want to simply change or get rid of behaviors that the child engages in. For example, arguing with siblings constantly, throwing a temper tantrum when told no, or not following instructions. When thinking of trying to stop a behavior, naturally we are more inclined to punish it. However, a board-certified behavior analyst (BCBA) will tell you to praise or reinforce alternative behavior instead.

Praising the alternative behavior is not as easy as it might sound. Simply recall the last time you praise your child when she was sitting quietly watching TV or playing nicely with siblings. You might ignore this until you are hearing them arguing then you might be inclined to yell at your child or even tell them to stop doing that. A phenomenon called negativity bias in which we have this natural instinct that forces us to notice more what is wrong in our environment because it has survival values. It makes noticing appropriate behaviors even more challenging.

To apply the technique of praising alternative behavior:

• caregivers will need to find the behavior that they do not want first.
• Next, find the positive behavior that can replace the behavior or identify what the opposite of the problem behavior is.
• Now, it is time to catch the child in the “act” or being good.
• As the child displays the positive behavior the caregivers want, behavior-specific praise will be provided.

For example, if you are trying to get rid of the behavior of the child arguing with the siblings (selecting the behavior you want to change). You would find times that the child is playing with siblings nicely ( the opposite of the problem behavior) and you could say “ Josh, it is so wonderful to see that you are playing with your sister so nicely” and give the child a gentle hug (delivering behavior-specific praise).

You might think why not just go ahead and punish the behavior? In applied behavior analysis (ABA), Punishment is always the last resort. Also, in this case, if you use punishment procedures, you only stop the problem behavior by using reprimands and not teaching the child what to do instead. Applying the technique of praising the alternative behavior will help the child to know what to do instead and by reinforcing the positive behavior, you will see more of it in the future.

For more information on the power of reinforcement check out this blog post and like our Facebook page for new content in the coming weeks.