RBT Task List – Skill Acquisition (C-11)

We have made excellent progress through the skill acquisition strategies in Section C.

Having covered a range of powerful teaching methods like Discrete-Trial Teaching (DTT), Natural Environment Teaching (NET), task analyzed chaining, discrimination training, prompting/fading, generalization/maintenance procedures, and shaping.

We now turn our attention to a widely used and highly effective system for motivating and reinforcing behavior:

Let’s do a comprehensive exploration of:

C-11: Implement Token Economy Procedures

Token economies are structured systems that use conditioned reinforcers (tokens) to bridge the gap between desired behaviors and more powerful backup reinforcers.

As an RBT, you will often be central to the day-to-day implementation of these motivating systems.

What is a Token Economy?

A token economy is a behavior change system that systematically involves:

• Identifying specific target behaviors that we want to see increase.
• Using tokens (which are conditioned reinforcers) that are delivered immediately and contingently upon the occurrence of these target behaviors.
• Providing a menu of backup reinforcers (actual preferred items, activities, or privileges) for which the learner can exchange their earned tokens at a later time.

Essentially, tokens which can be anything from poker chips and stickers to points, stars, or checkmarks act as symbolic “currency.” They become valuable because they can be “cashed in” for things the learner genuinely wants.

This system is brilliant because it allows for immediate reinforcement (the delivery of a token) for desired behaviors, even when the ultimate backup reinforcer cannot be delivered right away or is too cumbersome to deliver frequently.

RBTs are responsible for implementing the token economy exactly as designed by their supervising BCBA/BCaBA.

This includes knowing precisely which behaviors earn tokens, how many tokens are earned for each behavior, the procedure for delivering tokens, how and when tokens can be exchanged, and, of course, what the exciting backup reinforcers are.

Why Use a Token Economy? The Benefits:

• Bridges Time Delays: It allows for immediate reinforcement (token delivery) even if the backup reinforcer is delayed (e.g., earning tokens throughout the school day for an end-of-day preferred activity).
• Avoids Satiation: Tokens are typically generalized conditioned reinforcers (meaning they’ve been paired with many different backup reinforcers).
  Because of this, the learner is less likely to get “tired” of them compared to receiving the same single edible or tangible reinforcer repeatedly.
• Manages Multiple Behaviors: A single token system can be used to reinforce several different target behaviors simultaneously.
• Quantifiable and Visual: It provides a clear, often visual, way for learners to see their progress and how close they are to earning a desired backup reinforcer. This can be very motivating!
• Can Teach Planning and Saving: Learners can learn to save up their tokens for larger, more valuable backup reinforcers, teaching valuable life skills.
• Flexible and Adaptable: Token economies can be adapted for individuals or groups and used effectively in various settings (home, school, clinic).

The Essential Components of a Token Economy (What RBTs Need to Know and Do)

• Target Behaviors:
  • What they are: These are the clearly defined, observable, and measurable behaviors that the token economy aims to increase.
  • RBT Role: You must know exactly which behaviors earn tokens. These will be explicitly specified in the skill acquisition plan or behavior intervention plan.
  • Example: “Completing a DTT trial independently,” “Raising hand to ask a question,” “Sharing a toy with a peer,” “Remaining in seat for 5 minutes during circle time.”
• Type of Tokens:
  • What they are: The actual items used as symbolic reinforcers. Good tokens are durable, easy to handle, difficult to counterfeit (if that’s a concern), and ideally, not inherently desirable in themselves (unless they are also small preferred items, though this is less common for a “pure” token system).
  • Examples: Poker chips, plastic coins, stickers, points on a chart, checkmarks, marbles in a jar, digital tokens in an app.
  • RBT Role: Have a sufficient supply of tokens ready for the session. Know how they are stored or displayed for the client (e.g., on a personal token board, in a small container, a jar).
• Backup Reinforcers (The “Menu” of Goodies):
  • What they are: These are the actual preferred items, activities, or privileges that the learner can “purchase” or exchange their earned tokens for.
    These must be highly motivating and should be identified through preference assessments (see B-01).
  • Examples: Access to iPad/computer time, preferred toys (e.g., LEGOs, dolls), special activities (e.g., extra recess, choosing a game for the group), edibles (if appropriate and allowed), or release from a non-preferred task.
  • RBT Role: Know what the backup reinforcers are, how many tokens each “costs” (the exchange rate), and ensure they are available when it’s time for the exchange.
• Reinforcement Schedule for Token Delivery:
  • What it is: This specifies how many tokens are delivered for each occurrence of the target behavior(s). Initially, this might be one token per behavior, but the “value” can be adjusted by the BCBA.
    Some behaviors might earn more tokens if they are more difficult or more important to target.
  • Example: 1 token for each correct DTT response; 2 tokens for sharing independently with a peer.
  • RBT Role: Deliver the correct number of tokens immediately and contingently upon the target behavior occurring.
• Exchange Rate and Procedure:
  • What it is: This defines how many tokens are needed to “buy” each backup reinforcer. It also outlines when and how these exchanges can occur.
  • Exchange Rate Example: 5 tokens = 5 minutes of iPad time; 10 tokens = choosing the group game for the afternoon.
  • Exchange Procedure Example: “Exchanges can happen at the end of each 30-minute work period,” or “The client can request to exchange tokens once their token board is full.”
  • RBT Role: Clearly communicate (if appropriate for the learner’s level of understanding) and strictly adhere to the exchange rates and times. You’ll manage the “bank” and facilitate these exchanges smoothly.
• Response Cost (Optional, but CRITICAL for RBTs to know if it’s part of their client’s plan):
  • What it is: A procedure where a specific number of earned tokens are lost or removed contingent upon the occurrence of a specified undesirable behavior. This is a form of negative punishment.
  • When Used: It’s used to decrease specific challenging behaviors. It must be implemented carefully and ethically, ensuring the client can still earn enough tokens for reinforcement and that the system doesn’t become overly punitive or discouraging.
  • RBT Role: If response cost is included in the plan, the RBT must know precisely which behaviors result in token loss, how many tokens are lost, and the procedure for removing them (e.g., neutrally stating, “Oops, you lost a token for [specified behavior]”).
    RBTs should never implement response cost unless it is explicitly written in a plan by the BCBA and they have been thoroughly trained on its implementation.
  • Ethical Consideration: A major concern is ensuring the client doesn’t lose all their tokens and end up in “token debt,” as this can be extremely demotivating. There should always be a clear path to earning reinforcers.
• Data Collection:
  • What it is: Tracking token delivery, the specific behaviors that earned tokens, and often the details of token exchanges.
  • RBT Role: Accurately record data as specified by the BCBA (e.g., on a dedicated token tracking sheet, or integrated into other data collection forms).

Implementing a Token Economy: Your Steps as an RBT

• Preparation (Relates to C-02):
  • Ensure all your materials are ready: tokens, token boards/containers, data sheets, and a clear visual display of the backup reinforcer menu (with “prices” if appropriate for the learner).
  • Review the target behaviors that earn tokens and the number of tokens designated for each.
  • Confirm the exchange schedule and the availability of the backup reinforcers.
• Initial Training/Introduction (The BCBA usually leads this, with RBT support and ongoing implementation):
  • The learner needs to understand how the system works. This often involves:
    • Clearly explaining (using language the learner understands) which behaviors earn tokens.
    • Showing the tokens and demonstrating how they are earned.
    • Showing the backup reinforcers and explaining that they can be “bought” with the earned tokens.
    • Initially, the exchange rate might be very low (e.g., 1 token = 1 small, preferred edible) to quickly establish the tokens as conditioned reinforcers through pairing.
• Delivering Tokens – The Art and Science:
  • Immediately: Deliver the token(s) as soon as the target behavior occurs. Delay can weaken the connection.
  • Contingently: Only deliver tokens for the specified target behaviors.
  • With Social Praise/Specific Feedback: Always pair token delivery with enthusiastic verbal praise that clearly specifies the behavior (e.g., “Great job staying in your seat! You get a token!”).
    This helps the learner understand why they received the token and also helps to condition praise itself as a reinforcer.
  • Enthusiasm: Your positive affect when delivering tokens can make a big difference!
  • Avoid Power Struggles: Don’t get into arguments about token delivery.
    If there’s a genuine question or uncertainty, it’s often best to give the token (if unsure) and consult your supervisor later, or follow your supervisor’s specific guidelines for handling disputes.
• Managing Token Exchange:
  • Adhere strictly to the designated exchange times/schedule outlined in the plan.
  • Help the client count their tokens (if needed) and choose from the menu of backup reinforcers.
  • Ensure the client receives their chosen backup reinforcer promptly after exchanging tokens.
  • “Reset” tokens after the exchange (e.g., clear the token board so they can start fresh).
• Fading the Token Economy (A Long-Term Goal Designed by the BCBA):
  • Over time, the goal is often to gradually fade the token system as the learner’s behavior comes under the control of more natural reinforcers and schedules in their environment. This might involve:
    • Increasing the number of tokens needed for backup reinforcers.
    • Increasing the delay between earning tokens and exchanging them.
    • Decreasing the number of behaviors that earn tokens (focusing on more complex or naturally occurring behaviors).
    • Moving towards more naturalistic reward systems (e.g., praise, social activities).
  • RBTs implement these fading steps precisely as directed by the BCBA.

Token Economy in Action: A Scenario with Maria and Leo

• RBT: Maria
• Client: Leo (7 years old), in a classroom-like therapy setting.
• Token System Details (from Leo’s plan):
  • Target Behaviors to Earn Tokens:
    1. Completing a worksheet page: 2 tokens.
    2. Raising hand and waiting to be called on: 1 token.
    3. Following a group instruction within 10 seconds: 1 token.
  • Tokens: Laminated star cutouts, collected on a personal token board with 10 spots.
  • Backup Reinforcers (Menu with “prices” visually displayed):
    • 5 minutes free play with preferred toy car set: 5 tokens.
    • 10 minutes iPad time: 10 tokens.
    • Choose the afternoon group game: 10 tokens.
  • Exchange: Can occur when Leo’s token board is full, or at the end of the 2-hour session.
  • Response Cost: Not currently in place for Leo.

Maria’s Actions During a Session Segment:

• Leo is working diligently on a math worksheet. He finishes a page. Maria approaches with a smile, “Leo, fantastic! You finished your whole math page! That’s 2 stars for your board!” She hands him 2 star tokens, which he places on his board, and she quickly marks her data sheet.
• Later, during a group activity, Maria gives an instruction, “Everyone, please open your books to page 5.” Leo opens his book within 5 seconds.
  Maria makes eye contact, smiles, and says, “Great listening, Leo, you opened your book right away! Here’s a star!” She gives him 1 token.
• A peer is talking during a group discussion. Leo starts to call out, then visibly stops himself and raises his hand. Maria calls on him.
  After he answers appropriately, she says, “Leo, I love how you remembered to raise your hand! That earns you a star!” She gives him 1 token.
• At the end of the session, Leo has earned 8 stars. Maria says, “Leo, you have 8 stars today! Let’s look at your menu.
  You can get 5 minutes with the cars, or you can choose to save up for the iPad or choosing the game next time.
  What would you like to do?” Leo chooses the cars. Maria takes 5 stars from his board, says, “Okay, 5 minutes with cars it is!” and sets him up with the car set and a timer.

Key Vocabulary for Token Economies

• Token Economy: A system using tokens as conditioned reinforcers exchanged for backup reinforcers.
• Token: A tangible object or symbol (a conditioned reinforcer) delivered for target behaviors.
• Backup Reinforcer: A preferred item, activity, or privilege for which tokens are exchanged. These are the items that give the tokens their reinforcing value.
• Generalized Conditioned Reinforcer: Tokens are an excellent example, as they are paired with many different backup reinforcers, making them less susceptible to satiation.
• Exchange Rate: The “price” (number of tokens) for each backup reinforcer.
• Exchange Period: The designated time(s) when tokens can be exchanged for backup reinforcers.
• Response Cost: Contingent loss of earned tokens for specific misbehavior (a form of negative punishment). Only if explicitly in the plan and trained.
• Token Board: A visual display (often laminated cardstock or a whiteboard) where tokens are placed as they are earned, allowing the learner to see their progress.

Common Pitfalls to Avoid with Token Economies

• Inconsistent Token Delivery: Forgetting to give tokens for target behaviors, or giving them when the behavior wasn’t quite up to par according to the plan.
• Delayed Token Delivery: Not giving the token immediately after the behavior occurs, weakening the association.
• Not Pairing Tokens with Social Praise: Missing the crucial opportunity to strengthen the social interaction and help the client understand why they got the token. This pairing also helps make social praise itself more reinforcing over time.
• Backup Reinforcers Not Powerful Enough or Unavailable: If the “prizes” aren’t truly motivating for the learner, or if they aren’t actually available at exchange time, the entire system will lose effectiveness.
  Regular preference assessments (B-01) are key here.
• Exchange Rate Too High or Too Low: If it’s too hard to earn enough tokens for a backup reinforcer (rate too high), the client may give up or become frustrated.
  If it’s too easy (rate too low), they may satiate quickly on the backups or not value the tokens as much. (The BCBA carefully sets and adjusts this).
• Tokens Themselves Become Distracting: Some clients might start to play with the physical tokens instead of focusing on tasks. The type of token might need adjustment (e.g., moving to a less “playable” token like a checkmark).
• “Stealing” or “Hoarding” Tokens (especially in group settings): Clear rules and system management are needed to prevent this.
• Implementing Response Cost Incorrectly or Too Punitively: Using response cost too frequently, for minor infractions not specified in the plan, or in a way that causes the client to lose all hope of earning reinforcers (e.g., “token debt”).
• Not Fading the System When Appropriate: Keeping a token economy in place indefinitely when the client might be ready for more naturalistic reinforcement systems. (Fading is a BCBA decision and will be planned).
• Lack of Clear Rules or Visuals: The client doesn’t fully understand what behaviors earn tokens or what they can “buy” with them. Clear, simple explanations and visual aids (like the token board and menu) are important.

Token economies, when designed thoughtfully and implemented correctly, are highly effective tools for behavior change.

As an RBT, your consistent and enthusiastic implementation of the system, particularly the immediate and contingent delivery of tokens paired with specific praise, is vital to its success.

Understanding how to manage this system effectively and troubleshoot minor issues (while always referring to your supervisor for larger concerns or plan modifications) is key.

This gives a very comprehensive overview of C-11: Token Economy Procedures. We’ve covered the components, the RBT’s role in implementation, examples, and common pitfalls.

This also completes our deep dive into Section C: Skill Acquisition! It has been an extensive journey through many core ABA teaching methodologies. I hope this detailed breakdown has been incredibly helpful.