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Introduction
Reinforcement is defined as an event that takes place when a stimulus is offered or withdrawn after a response, which increases the likelihood of the occurrence of that action in analogical situations. Reinforcement strategies play an important role in the process of education, particularly when it comes to special education, where understanding the children’s condition is vital for achieving positive outcomes. In this context, the current case study focuses on Arman, a seven-year-old boy who was diagnosed with autism spectrum disorder and ADHD (Case Study 1, n.d.). Among the main challenges that special educators face in this case is Arman’s ability to transition between activities and share toys with peers. Arman’s issues can be addressed with the help of token economy, “First-Then,” and choice boards strategies, each of which can provide unique benefits.
Token Economy
A token economy is a method of rewarding a child or children for successfully completing tasks or acting in desirable ways when used in an educational context. Token economies are utilized when there is a need to establish positive reinforcements to enhance a behavior or increase its frequency. The tokens can be considered a form of payment children receive for completing assignments, which they can consequently use to access the activities or items they want (Brownstein et al., 2019). The latter activities or items are referred to as backup reinforcements – the concept that the children genuinely enjoy, willingly engage in, and find pleasure in doing so (Brownstein et al., 2019). In order to obtain tokens, children will have to engage in target behaviors.
Any behavior can become the target behavior, depending on the context and the child. For instance, the most common target behavior is completing educational assignments, such as correctly spelling a particular number of words. However, it may also refer to socialization, for example, greeting the instructor in the morning or behaving well toward classmates. The target behavior does not have to be limited to a single activity. Certain token economies may be used to boost a child’s motivation to accomplish academic assignments, while others may aim at reducing the child’s aggression by rewarding them with tokens when they refrain from acting aggressively.
In Arman’s case, the token economy has to consider at least two target behaviors and their respective rewards. Firstly, there is a need to motivate Arman to focus on the task at hand. Secondly, there is a need to prevent Arman’s aggression toward other children when it comes to group activities. It is already known that Arman is motivated by the Tall Tallies class reward system (Case Study 1, n.d.). Apart from that, Arman loves the books related to the sea and sea life and prefers playing with building blocks (Case Study 1, n.d.). In this context, the books and blocks should be considered backup reinforcements, whereas the tally marks are the tokens. Therefore, establishing a token price for books and blocks will encourage Arman to focus more on tasks with the reward. In turn, letting Arman know that he can earn tally marks when he shares his toys will counter his aggressive tendencies.
“First-Then” and Choice Board
A strategy known as a “First-Then” may be utilized to explain instructions and expectations to children. It is a useful tool for educators and caretakers who want to positively reinforce their children’s target behaviors. This approach is based on the notion that following a less appealing activity with a more appealing one would boost a child’s desire to finish it (Branham, 2020). A “First-Then” strategy can be used to introduce new chores, activities, or events to children in a way that they can comprehend better and, thus, may be more inclined to engage in. This strategy works best when combined with the “choice board” strategy, that is, providing children with the ability to choose both of the activities to their liking (Branham, 2020). This way, not only does it exemplify the causal relationship between target behaviors and rewards, but it also reduces the stress of engaging in less appealing tasks since it is based on a deliberate choice.
These strategies can be applied separately; however, in the case of Arman, it is much more efficient to visually display the “First-Then” relationship. The fact that Arman sometimes forgets to take his ADHD medication implies potential difficulties in motivating him toward the less appealing activities (Case Study 1, n.d.). Consequently, providing Arman with a certain amount of control over the situation will reduce the resulting stress and his unwillingness to behave appropriately. In turn, visualizing the “First-Then” process will address the ADHD concentration issues by providing Arman with a reliable visual reminder. According to Branham (2020), the “First-Then” strategy is the most efficient when it comes to children’s repetitive questions. In this context, Arman’s attention can be diverted from missing his mother toward class activities (Case Study 1, n.d.). Apart from that, reading books and playing with blocks serve as perfect examples of “Then” activities, whereas the options for “First” ones can be changed depending on the context.
Conclusion
Overall, there is a great potential for improving Arman’s class performance and behavior with token economy, “First-Then,” and choice behavioral strategies. A token economy will create tangible incentives for Arman to engage in less appealing activities and practice anger management. Meanwhile, the “First-Then” strategy will address Arman’s concentration issues caused by his ADHD condition. Despite certain peculiarities, Arman is still a child with his own preferences and desires, and it is the duty of educators to aid him as much as possible, ensuring he receives the education and attention he deserves.
References
Branham, A. (2020). Using high leverage practices to support early childhood special education students and families during distance learning. Dissertations, Theses, and Projects, 399. Web.
Brownstein, A. J., Epstein, R., Harzem, P. (2019). Progress in behavioral studies. Taylor & Francis.
Case Study 1. (n.d.). Elementary Arman [Course handout].
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