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A Token Economy: an Approach Used for Behavior Modifications Among Disruptive Primary School Children

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A Token Economy: an Approach Used for Behavior Modifications Among Disruptive Primary School Children MOJ Public Health Research Article Open Access A token economy: an approach used for behavior modifications among disruptive primary school children Abstract Volume 7 Issue 3 - 2018 Introduction: For decades, academic and non-academic researchers have been Samantha Shakespeare,1 Vincent M S examining the issue of school-based violence, especially disruptive behaviour 2 2 exhibited by students including those at the primary level. Despite the plethora of Peterkin, Paul Andrew Bourne 1 studies and intervention programmes implemented in school including Peace and Love Catholic College of Mandeville, Jamaica 2 in Schools (PALS), bullying, physical confrontations, and other types of disruptive Northern Caribbean University, Jamaica behaviours are on the rise, and there appears to be no ending in sight. Correspondence: Paul Andrew Bourne, Statistician, Objective: This research seeks to examine and determine the impact that the token Department of Quality Management and Institutional Research, economy system as a behaviour modifier has on disruptive behaviour in classrooms Northern Caribbean University, Mandeville, Manchester, Jamaica, among a group of primary level students in the parish of Manchester, Jamaica. Tel +(1 876) 566-3088, Email [email protected] Methods: This study employed mixed methodologies (i.e. objectivism (survey Received: February 07, 2018 | Published: May 17, 2018 research) and subjectivism (phenomenology) in an effort to comprehensively understand the phenomenon. The sample size is 40 students; 21 girls and 19 boys, and the classroom teacher. These students exhibited behaviours which disrupted the teaching and learning process. This has created a problem within our classrooms. In order to alleviate this problem an eight weeks’ intervention plan was carried out. During this intervention plan an observational checklist, a teacher’s questionnaire and a teacher’s journal were used to collect data. The results were presented to show a review of the use of the token economy in the school environment using figures, tables, and charts. Findings: The results revealed that students’ behavioural levels after the intervention showed evidence that the use of tokens in minimizing disruptive behaviour was very effective. Fewer warnings were given and more time was spent instructing students to participate in meaningful class activities. This resulted because disruptive behaviour such as frequent requests for bathroom breaks decreased to 23%, disorderly conduct decreased to 40%, fighting levels decreased to 5%, talking in the class decreased to 40%, joking in the class decreased to 10%, quarreling in the class decreased to 13% and eating in the class stopped completely. The use of the tokens also had a positive impact on the students’ academic performance, and helped in creating a more positive relationship between students and teacher and student and student. This resulted because the levels of disruptive behaviours decreased which allowed for the transformation from a tense and hostile classroom; to a classroom where students have more chances to freely express themselves and receive feedback. It can be deduced from the results that the extensive implementation and evaluation of the use of the token economy was an effective way of decreasing disruptive behaviours among a group of primary school students in the classroom. Conclusion: The use of token economy should be a strategy that is employed in the teaching-learning process as a medium of increasing academic performance and decreasing disruptive behaviours. Keywords: classroom management, coaching, disruptive behaviour, leadership, token economy Introduction assistance from teachers that is related to behaviour and classroom management. Disruptive behaviour directly puts teachers, children, Effective classroom management strategies can help teachers with and parents in embarrassing situations. In the teaching and learning an important issue that may hinder the learning and teaching process, environment teachers have to ensure that the learners have their 1 which is students’ disruptive behaviour. According to Deering, fundamental rights to have a safe and respectful environment for disruptive behaviour is defined as any behaviour that is disrespectful, learning. Therefore, it is imperative for educators to explore sources, annoying or distracting, wastes class time, or generates negative put their heads down, and think of effective strategies that will reduce attitude towards the course or instructor. Rose and Gallup Oliver et and help with the coping of such behaviour in order to protect their 2 al., stated that disruption is seen as the most common request for students’ future. Submit Manuscript | http://medcraveonline.com MOJ Public Health. 2018;7(3):89‒99. 89 © 2018 Shakespeare et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and build upon your work non-commercially. Copyright: A token economy: an approach used for behavior modifications among disruptive primary school children ©2018 Shakespeare et al. 90 Kauffman,2 argued that a child’s behaviour is shaped by the of strategies to eliminate or decrease such behaviour which worsened social context of the environment during the development process. as time passed. Furthermore, attempts to control disruptive behaviour Kauffman, Patterson, Reid and Dishion,2 also argued that many costs considerable teacher time at the expense of academic instruction. behaviour problems begin or are made worse through behavioural The aim of this study was to examine the effects of early intervention processes such as modeling, reinforcement, extinction, and on disruptive behaviour of students using a token economy. This study punishment. The challenge for educators therefore, is to make was to discover the different types of student disruptive behaviours as changes to the learning environment in order to decrease disruptive viewed by teachers of elementary schools in Jamaica and to find out behaviour. If these changes are effective, it will result in an increase in the causes of disruptive behaviour in classrooms. Becoming aware of academic performance as well as allow students and faculty to enjoy the causes of disruptive behaviour and making the necessary changes, a respectful, inviting, healthy, and productive learning environment. will improve academic performance as students will make efforts to Hunger for such a learning environment has taken over the education be honest and show respect for themselves, classmates, and teachers. sector in Jamaica and other countries to search for ways to reduce the At the end of this study we would like disruptive behaviour to be occurrences of disruptive behaviour in the classrooms. These searches decreased and see improvement on task performance in relation to have found the use of token economy to be a highly effective strategy academic performance through the use of token economy systems. in decreasing disruptive behaviour. Being aware that disruptive Hence, this study will examine the following research questions: behaviour poses a threat to the teaching and learning environment, a. What were the dominant disruptive behaviours prior to the our concern is steeped in the reality that something needs to be done intervention? to help in reducing disruptive behaviour within the classroom. This study is concerned about the negative effects it has on both teachers b. How did the boys respond to the use of the token economy? and students whether it be physical, mental or emotional. It is of grave concern as it poses a deep and severely abiding setback in the c. How did the girls respond to the use of the token economy?, and education system and if something is not done to reduce or eliminate d. What were the dominant behaviours after the intervention? such a problematic scourge, student academic outcomes will continue to suffer and deteriorate progressively and the academic level will Conceptual framework experience a great decrease. Children attend school to become educated members of the society, Background capable of making informed decisions and increasing future career possibilities. Some children have found it difficult to adjust to the One of the researchers in this study, while on a three-week classroom environment and as a result act out by becoming disruptive. practicum at a primary school located in Manchester, was assigned to Literature was reviewed from a global and local perspective which a grade two class. The population of the class was approximately forty highlighted the history of the token economy as it relates to disruptive students and the school’s population was about seven hundred students. behaviour, causes of disruptive behaviour, and the advantage and While teaching at the school, the researchers noticed how disruptive disadvantages of using token economy to help in reducing such the students were which often resulted in poor and ineffective delivery unwanted behaviour within the classrooms. of some lessons. The students were disruptive for over sixty percent th of the time assigned to each lesson on a daily basis. For most parts of As early as the 7 century, token systems were used as rewards the lessons, some students were talking, others were moving about by monks and by educators as incentives for learning. As several the classroom and some were busy making toys with paper torn from centuries past, modern forms of the token economy have been their notebooks.
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