1. With whom was it implemented?

This token chart was adapted from a “Whole Body Listening” lesson that I did with a group of

students. This token chart was implemented for two boys who often work together in learning

support. One has a diagnosis of a Specific Learning Disability and Short-Term Memory Loss,

and the other has a diagnosis of Autism Spectrum Disorder.

2. Why did you choose that student or students?

I chose these two students because they both need frequent reminding and prompting during

lessons to keep their hands to themselves, stay in their seat, stay on task, not to talk when the

teacher is talking, etc. I felt that they both would best benefit from the token chart and catered it

to their likes- Minecraft. I also felt that one particular student would be very receptive to the

token chart, and would be a great example to the other student to model appropriate behavior,

and to encourage the other student to also adapt those whole body listening skills.

3. Why did you target that behavior(s)?

I targeted the behaviors of these two students, because they often work together and can be very

disruptive together- either by laughing and playing or arguing and fighting together while

working. It has been difficult to manage their behaviors and keep them on task when in Learning

Support together. They are grouped together in this setting due to their skill level.

4. How was it implemented? What occurred as you explained it to the student and began the
task?
This token chart was implemented after the “Whole Body Listening” lesson that I did with

the group of students. I explained to them that when they are “caught” implementing a
 particular part of “Whole Body Listening”, they earn that part to add to their Minecraft

character. Each day the chart is reset. There are multiple opportunities to earn parts

throughout the day. When their chart is full, they earn a reward at the end of that session

during the day. This could be 5 minutes of iPad time, game time, stickers, or play time at the

end of their last Learning Support session. Eventually this could be stretched to so many days

of earning 7 parts leads to a reward. I felt that by having the visual of what they were

“caught” doing well, along with specific praise and verbal reinforcement, that this would

help to make the “Whole Body Listening” concept more concrete for them. If they are not

engaging in whole body listening, a token part can be removed from the chart by the teacher.

The teacher can point to that part on the chart to remind/prompt student on appropriate

behavior. The reverse side of the chart has the “Whole Body Listening” poster on it, which is

also a quick visual reference to point to when explaining what they were “caught doing well”

or to prompt or remind to engage in “Whole Body Listening”. Students can also self-reflect

on their chart about how they have been “whole body listening”, have not been “whole body

listening”, or what they can do to show “whole body listening”.

5. What is the time frame?

This token system was initiated on 10/16 with the first student and on 10/20 with the second

student. These students were very receptive to this and responded well. They enjoyed earning the

parts of “Whole Body Listening” and being “caught” modeling good behaviors. They were

excited to show other teachers their positive behaviors earned on the chart.
Whole Body
Listening