Abstract:
There is a high demand for standardized instructional strategies that align with decision-making frameworks found in public schools. Teachers who use tokens in the classroom can create more avenues for standardization, provided that their methods address the contradictory nature of past research. A lack of knowledge about reinforcement options and their possible effects has been found within a variety of research studies that attempted to bridge gaps between research and practice. This study aimed to create an incentive system that demonstrated how teachers could use tokens as academic and behavioral supports for students in southwest Georgia. The purpose of this convergent parallel study was to assess the degree to which token use, type, and timing affected performance on nine weeks achievement tests for students in grades 6-8. Additionally, there was an investigation about the extent to which achievement scores were influenced by environmental factors such as the amount of behavioral referrals received, the goals students met to pass tests, and the preferences that students had concerning motivation. Students’ and teachers’ perspectives on tokens were explored throughout this process in order to accurately gather information on their experiences.
Overall results for this study showed that those without tokens outperformed students who received tokens during the study. Within the token groups, the highest performers were those who received points in the first half and coins in the second half. Students who received no referrals had better performance and behavior than students who did receive referrals. Students accurately assessed how well they would do on tests, and those who met goals for math performed significantly better than those who did not meet math goals. Motivational preferences alone did not guarantee good performance.