Self-recording and student teacher supervision: variables within a token economy structure

Abstract

A token system was used to attempt to increase the accuracy with which special education students answered questions about reading assignments. In the token system, students recorded their own data, received toy money for accurately completing assignments, and were allowed to spend their toy money at the end of the week for educational activities. The accuracy with which students answered questions was higher when the token system was in effect than when it was not. When student teachers were used to manage the token system and when the self-recording feature of the system was removed, only slight changes in the accuracy of the student performance were obtained.