Team B decided that Allysons case was best suited for a behavioral intervention.

The

behavior that we are targeting from Allyson is that she frequently engages in off-task behaviors

that interfere with her work completion during math class, specifically during the first ten

minutes of class. We have decided to use a reward system, as outlined in Stipek (2002), to

attempt to increase the desired behaviors that we would like to see in Allyson. Currently, Allyson

is frequently engaging in off-task behaviors (playing with pencils, rummaging through her

backpack and binder, staring off into space, etc.) during the first ten minutes of class and we

would like to see her do the following desired behaviors: pick up her packet and find her seat, get

her materials out for class, write her MLA heading on her paper, and begin work on the do now

activity. In order to increase the likelihood of these desired behaviors, we have decided to use a

reward system called token economies (Stipek, 2002).

The specific token economy that we will implement with Allyson is a sticker chart. We

will implement the sticker chart solely with Allyson as she is the student in need of a behavioral

intervention. The sticker chart will have a list of the desired behaviors that we would like to see

from Allyson during the first ten minutes of math class. Allyson (with support from the teacher)

will place a sticker next to each of the desired behaviors that Allyson successfully completes.

The desired behaviors are listed below:

1. I picked up my packets on the way into class and sat down in my seat.

2. I got out all of my desktop items and put everything else away.

3. I wrote my MLA heading on my paper.

4. I completed problem 1 on the do now.

5. I completed problem 2 on the do now.

6. I completed problem 3 on the do now.

 7. I completed problem 4 on the do now.

The sticker chart will be an instant way for Allyson to visually see feedback from her teacher on

her behavior as well as give Allyson some motivation as well as an avenue to track and manage

her own behaviors.

Aside from the stickers being an immediate reward and positive recognition of Allysons

behavior, Allyson will also be working towards a goal of numbers of stickers in order to

exchange her stickers for a back up consequence that she values (Stipek, 2004, P. 24).

The first goal will be for Allyson to earn 20 stickers. We decided that this was a good

amount of time because it will take her determination and focus, but it is doable in three math

classes. After Allyson Earns 20 stickers, she will earn a tangible reward that she values and

chooses a Twix bar, Takis, or five mechanical pencils. The reward that Allyson chooses serves

as the reinforcer for her desired behavior. By allowing her to choose the reward, she may feel a

sense of self-determination as she is being extrinsically motivated (Wentzel and Brophy, 2014).

Eventually, we would hope this perceived self-determination would turn to true intrinsic

motivation.

After she earns 20 stickers, and chooses her first reward, she will start at zero and begin

earning stickers again. Her goal will increase to 30 stickers this time. This will show Allyson that

she will need to continue to put in her best effort in order to earn the next reward. We will

continue to increase the amounts of stickers by increments of ten in order to decrease the

frequency that Allyson is earning rewards. We will also continue to let Allyson choose the

reward, however, the options will become less tangible, for example, a positive phone call,

email, or note sent home. After, multiple cycles of the sticker chart and reward system, we will
tell Allyson that she will earn the next reward unexpectedly, after she earns an unknown amount

of stickers. That way, she has to continue exhibiting the desired behaviors and earning stickers,

but she is not explicitly working toward a reward.

We decided to use a token economy (sticker chart) with Allyson to elicit several desired

behaviors in Allyson during the first ten minutes of class. To restate, currently, Allyson is

frequently engaging in off-task behaviors (playing with pencils, rummaging through her

backpack and binder, staring off into space, etc.) during the first ten minutes of class and we

would like to see her do the following desired behaviors: pick up her packet and find her seat, get

her materials out for class, write her MLA heading on her paper, and begin work on the do now

activity. The token economy (sticker chart) is an attempt to get Allyson to begin to engage with

and complete the do now. Since Allyson is currently rarely completing her do now assignment,

we dont have a lot of data to back up whether or not she needs academic interventions.

Therefore, the sticker chart can serve as a way to jump-start Allysons motivation to participate

and engage in the do now so that the teacher can begin to understand Allysons understanding of

the content more clearly. In chapter 3, Wentzel and Brophy discuss important factors that

influence students, those include: autonomy, choice and self-determination. The hope is that this

token economy will create a form of autonomy where Allyson can celebrate and track her own

successes and progress. In addition, Allyson will have a choice of how to use her stickers

(tokens). Lastly, as previously stated, the hope is that the extrinsic rewards of stickers (tokens)

will foster a perceived sense of self-determination and will, thus, aid Allyson is developing some

form of intrinsic motivation regarding her math class material.

 References

Stipek, D. J. (2002). Motivation to learn: Integrating theory and practice. Boston, MA: Allyn &

Bacon.

Wentzel, K. R. & Brophy, J. E. (2014). Motivating students to learn. New York, NY: Routledge.