The Design of Behavior Modification Program with Token Economy for Children
with Autism Spectrum Disorder (ASD)
Sieralyn T. Moya
Philippine Normal University Main Campus
Taft Avenue, Manila Philippines
Abstract
Giving learning material in improving environmental care behavior of children with autism spectrum
disorder (ASD) is not only on environmental education but also needs to be strengthened towards the
behavior of a child with ASD. Strengthening is provided through a program designed and developed to
modify the behavior of the students based on operant conditioning using systematic reinforcement of
target behavior. As preliminary research, this research aims to design and develop behavior modification
programs through a token economy. Token is given based on the desired behavior performance and can
then be exchanged for reinforcement in a predetermined economic system. The design of the token
economy starts from identifying the target behavior, determining and selecting reinforcers, identifying
the types and schedules of tokens, planning the distribution of tokens and exchanging strategies for
applying token systems and planning inflation. Having a child with autism spectrum disorder (ASD) has an
impact on families including relationships with one another, finances, and access to social services. These
impacts are needed in order to help the child with ASD in improving their academic and emotional aspect
(Smith,2018). The questions that need to be addresses are: What are the most common disruptive actions
in the classroom? How does a token economy aid in the reduction of disruptive behaviour in children?
Keywords: Autism, Autism Spectrum Disorder (ASD), Behavior Modification, Environmental concern
behavior, Token Economy, Reinforcement
Introduction
A token economy is an approach used to manage student behavior (Gallagher, 1988; Kadin, 1977) in
general and special education classrooms that requires careful planning and implementation (Schilling &
Cavo, 1983). Extinction learning, or the act of discontinuing an acquired behavior in response to altered
reward contingencies, is not only necessary for survival in a changing environment, but it also plays an
important role in the treatment of disordered behaviors (Donoso, et al,.2021). Cognitive and emotional
growth are critical factors that is directly tied to the learning process. Elementary school students have
concrete operational development skills, which allow them to solve concrete problems logically and to
clarify and understand causal links (Widyawulandari, et al., 2019).
BEHAVIOR MODIFICATION
Children with ASD who have low environmental care behavior towards the school environment and its
surroundings need to be given a reinforcement to improve their behavior so that the habituation to their
environmental care behavior occurs. The previous study explained many ways, methods and learning
models carried out as an effort to increase students' awareness of their environment. Wanabuliandari
and Rahardjo (2017) research concluded that the EJAS model (Experiental Jelajah Alam Sekitar) with a
science edutainment approach could improve students’ environmental care behavior and responsibility.
In addition, character-based pop-up media can also increase awareness of the environment (Rochimah,
2018). Various approaches and models and learning methods have been reported to be successful in
helping children with ASD to improve environmental care behavior. However, research emphasising on
behavioral changes that can be observed with the consequences of strengthening to reduce
environmental impacts is still rarely found. Geller (2002) concluded that in encouraging pro-environment
behavior, awarding is more effective than sanctions because rewards are associated with positive
influences and attitudes that support the changes in behavior. Marijan (2012, p. 257- 257) also stated that
one of school strategies to embed the character of environmental care through habitual behavior towards
the environment is to strengthen conditions as means for the practice of habituation to act as expected
characters by applying strict rewards and sanctions. Given that the development of environmental
awareness behavior must be sustainable. Thus, if the desired behavior arises in elementary school
students as expected, it requires reinforcement so that it always becomes a habit of positive behavior
embedded in students.
REWARD AS PART OF THE TOKEN ECONOMY
Giving rewards (prizes) aims to ensure that environmental care behavior repeats and motivates the
behavior as expected. Students respond positively to the stimulus of school personnel in programs
providing content in developing environmental care behavior. In addition, through giving rewards, it can
also increase motivation of elementary school students to achieve high grades and have an interest in
their lessons (Riya, Pilanda, & Zhang, 2014). In this regard, the choice of environmentally friendly products
and environmental awareness is also influenced by strengthening or reinforcement (Garvey & Bolton,
2017). As stated by Toenlioe (News Gloria, 2016), the behavioristic version of educational techniques
provides gifts when examples and advice are followed and vice versa. Regarding environmental care
behavior, the token economy is also used to reduce littering behavior within the community (Martin &
Joseph, 2015, p. 677). The token economy has succeeded in changing the behavior of students in the
classroom and developed to be implemented in terms of learning process in the classrooms and students
in such learning environments are able to make teachers happy as well as achieve high grades.
Therefore, before starting the implementation of the token economy to increase or decrease the desired
behavior, there is a need for manual programs that can support the implementation of the token economy
in the class for the behavior of students that wants to be achieved. This article writes about how to design
a token economy manual program to improve the environmental care behavior of elementary school
based on data in the field.
Conclusion
The token economy is used for various populations, behaviors, environments and objectives. An
effective token economy can reduce disruptive behavior and improve or maintain the behavior
of students who support the learning environment, which is the concern of students to the school
environment and its surrounding. The token economy planned and implemented with care
provides great benefits for teachers and students. Common components of the token economy
can be started from identifying target behavior, determining reinforcers, planning token
distribution and exchange strategies, and recording procedures. The manual design of token
economy can facilitate modifiers or teachers in implementing token economy programs to
improve the behavior of elementary school students. The combined efforts of teachers, parents
and students create the strength to sustain the social and academic achievements of each
student
and
support
future
efforts.
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