Piloting a Token Economy Intervention During Virtual Reading Tutoring in an Applied Setting: A Proof-of-Concept Study
Pickren, Sage Elise
0000-0001-8646-1120
:
2023-03-08
Abstract
Few students in the United States of America are proficient readers and reading achievement has worsened during the COVID-19 pandemic, especially for minority groups and struggling readers. Many students who struggle with reading also have problem behavior and need supports that can help them engage across various academic settings. Because of the evidence that token economies have for improving behavioral and academic outcomes for students with reading disabilities and behavior disorders, it was hypothesized that a token economy embedded into reading tutoring could increase engagement and decrease disruptive behavior in a virtual setting. As a proof of concept, I used a single-subject withdrawal design to evaluate the effects of a token economy on engagement and disruptive behavior in a virtual setting for three school-aged participants who were struggling readers and receiving tutoring in an applied setting. I also examined potential effects of the intervention on students’ oral reading fluency performance. Results indicated that there was not a functional relation between the token economy intervention and engagement and disruptive behavior. Reading performance had a small increase for one participant that had complete data, but reading performance did not increase as a function of implementing the token economy. I assessed social validity via tutor and student surveys and through objective data collection. Feasibility of the token economy intervention and implications for future research, especially in applied settings, are discussed.