Tokens are considered as symbols or objects meant for exchanges for services or goods. The concept of a token system has been instituted as a reinforcer by their connection with recognized and conventional reinforcers (Fiske, Isenhower, Bamond, Delmolino, Sloman & LaRue, 2015). The system has been applied in persons with autism to increase printing and verbal skills, food consumption, attending, and spontaneous questioning. However, the author argues that the token method is not universally effective. In a token system, an individual is trained to understand that an object such as a cup can be traded for another liked item such as bread or shirt or playing a game. Such is known as a backup reinforcer, and the behavior that one may wish to reinforce is recognized. In the case an individual carries out the desired action, he or she is awarded a toke (Fiske et al., 2015). After earning enough tokens, one is allowed to exchange the tokens with backup reinforcers. Evaluating the value of such a system would be critical, especially in assessing the variables which add to a restricted skill acquirement or lowly behavioral reaction to a medication.
The research used two persons with autism. One was seven years and the other 14 years. The method measured the participant's intelligence quotient. Several sessions were measured and evaluated. According to the outcomes, the two students showed variable achievement in their abilities during their learning sessions. The overall results indicated that the participants had a low level of response in the baseline. At the same time, the participants showed varied responses with Annie having an average response of 161.5, while James' average response was 15.8 every session (Fiske et al., 2015). The results showed that the token system gives rise to varying reactions in the two participants.
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The similarity in variability showed that the system could be useful as the principle reinforces. However, backup reinforcers, such as the primary ones, have variable reinforcement ability. It also points to the fact that the system could be reliant on frequent identification, especially of strong backup reinforcers (Fiske et al., 2015). From the study, the token system needs assessment in the case the academic response is below the set limit.
The main research limitation was identified as the establishment of the token system in the study area long before the training method was determined. At the same time, the approach taken can be undertaken to evaluate any outstanding contingencies that may impact on a person's behavior (Fiske et al., 2015). However, it is critical to note that reinforcement systems are essential in creating learning values that are effective for patients (especially children) with autism. The method is crucial in enhancing various skills that are generally over multiple conditions. Thus, it is essential to note that token systems are an effective method of teaching processes for persons who have autism, especially to enhance various abilities.
Reaction
I must admit that the article was very educative and an eye-opener to the token system and autism as a behavioral condition. I learned that autism is a developmental disorder that is manifested in repetitive and controlled behavior. At the same time, I discovered that the disorder might hamper an individual's learning in many ways. However, by the use of the token system, an individual may be trained to enhance various personal skills. The token system is an effective teaching process towards increasing and improving different personal skills. Despite the educative aspect of the research, I found it complicated in linking the described research method with most teaching and reinforcement mythologies applicable in the classroom. Analyzing the process and the general procedure used was also slightly complicated. The situation was mainly fueled by the response measurement in addition to the general method applied.
Reference
Fiske, K. E., Isenhower, R. W., Bamond, M. J., Delmolino, L., Sloman, K. N., & LaRue, R. H. (2015). Assessing the value of token reinforcement for individuals with autism. Journal of applied behavior analysis , 48 (2), 448-453.
