A combination of the behavioral contract and the token economy remains the most frequently used innervations in behavior management, especially for students with learning or behavioral challenges. On one side, the behavioral contract denotes a consensus between the student and the teacher. It can sometimes be between the students and their parents. It outlines the behaviors or activities a student is supposed to execute, criteria for a satisfactory level of recital or achievement, and rewards. On the other side, the token economy involves awarding tokens of different kinds to students when they do what is outlined in the behavioral contract. The token economy marks the final step of behavioral contact (Soares et al. 2016). The combination of the two interventions, however, requires a structure of record-keeping to be created to document the student's advancement towards fulfilling the behavioral contract.
For instance, a goal can be set that will require the student to complete his homework every night and come to class prepared and able to participate in activities and assignments based on the homework through the help of the teacher. Upon the accomplishment of the above task, the student is found eligible for school-based rewards such as spending 15 minutes prior to lunch using the computer software of his preference and leave five minutes prior to lunch. This combines both the behavioral contract and token economy.
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According to Soares et al. (2016), the combination is quite useful since it can be used in a variety of students with various behaviors. For instance, students displaying opposition to other types of motivational or behavior managing techniques find the combination appropriate to them. Furthermore, the high flexibility and utility depicted in this combination make it useful in students with different forms of circumstances (Soares et al. 2016). The combination also reminds students to exhibit proper manners and guarantees that the teacher will detect proper deeds. Thus teacher-student relationship is developed constructively.
Reference
Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect size for token economy use in contemporary classroom settings: A meta-analysis of single-case research. School Psychology Review, 45(4), 379-399.
