The use of a token system in project Head Start

Abstract

The present experiment sought to develop a practical and effective method for teaching the beginning elements of hand-writing in a Head Start program. The method consisted of reinforcing responses to a writing program by giving the children access to a variety of activities normally available in the pre-school classroom. Tokens were presented for correct responses. The children then used the tokens to select reinforcers, such as snacks and access to a variety of play activities. In an experimental evaluation of the token system, it was found that responding was maintained as long as access to the reinforcing activities was contingent upon responding. When reinforcement was no longer contingent upon responding, virtually no responding occurred. Informal observations suggested that the token system had several unanticipated effects: the children's vocabulary and ability to understand instructions improved; a favorable attitude toward school developed; and their ability to play cooperatively with other children increased. It was concluded that the token system is a practical and effective method for teaching beginning writing skills and that it has other desirable, if unanticipated, effects.