Decreasing student behavior problems and fostering academic engagement through function‐based support and fading of token reinforcement
Function-based token systems that are systematically faded produce big drops in disruption and jumps in engagement for elementary students.
01Research in Context
What this study did
Three first-grade boys who kept leaving their seats, yelling, and refusing work got help.
The team first watched each boy to find out why the problem behavior happened.
Then they wrote a simple plan: earn a token every time you follow the rule or finish a task.
Tokens traded for five minutes of Lego, computer time, or praise.
After two weeks the teachers slowly gave fewer tokens until none were needed.
What they found
Disruptive behavior fell from a large share of the day to a large share.
Academic engagement jumped from a large share to a large share.
All three boys kept the gains after tokens stopped.
How this fits with other research
Lydersen et al. (1974) showed the same drop in disruption when kids earned tokens for correct reading.
Petursdottir et al. (2019) adds two new steps: first find the function, then fade the tokens.
Chinnappan et al. (2020) cut problem behavior to under a large share with just rules and feedback, no tokens.
The two studies look opposite but fit together: rules work for most kids, tokens help when rules fail.
Joslyn et al. (2020) found the Good Behavior Game still worked even when teachers skipped steps.
Petursdottir’s careful fading shows how to keep gains when you want to stop the token system.
Why it matters
You can use this tomorrow. First, watch the student for ten minutes and note what the disruption gets them. Next, give a token each time they do the replacement skill. Trade tokens for small, quick rewards. After a week, give a token every second time, then every third, then stop. The student keeps the new habit and you get your classroom back.
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02At a glance
03Original abstract
AbstractThis study examined the effects of function‐based behavior support plans (BSPs) on the persistent behavior problems and lack of academic engagement of three, 7‐ to 8‐year‐old, male students from two public schools in Iceland. Based on the results of functional behavioral assessments, BSPs were created for each participant. Each plan included a token system. The goal for all students was to foster independent functioning. A multiple baseline across participants showed that disruptive behavior decreased by 85% on average and academic engagement increased by 78% on average. Statistical analyses suggest significant positive effects were obtained. Findings suggest that persistent behavior problems can be reduced and independent academic engagement fostered in inclusive school settings through function‐based BSPs with gradual fading of token reinforcement.
Behavioral Interventions, 2019 · doi:10.1002/bin.1670