For students that struggle with a delay to reinforcement or may still be learning the value and excitement of tokens, a first/ then board can be a great starting point! While many may look at a first/then board as a schedule tool, (e.g. first math, then reading), first/then boards are a foundational tool based on the principle of positive reinforcement. This tool can help the student to see that first they do the thing they have to do, then they get to do the thing they want to do. This type of support can be beneficial for even our youngest learners. The Autism Classroom Toolkit contains a token board that includes the essential components for a basic, customized token board. Educators are encouraged to embed student interests, when possible. For example, if a student loves pirates, the token board page could include a pirate-themed background and gold coins as the tokens. Or, if a student loves Legos, the board is Lego-themed, with minifigure behavior expectations, and each token is a Lego piece. Check out this video of a Token Board in action.
Illinois Autism Partnership’s Shannon Wess supports a student using the Autism Classroom Toolkit.
REINFORCEMENT Reinforcement describes a relationship between learner behavior and a consequence that follows the behavior. This relationship is only considered reinforcement if the consequence increases the probability that a behavior will occur in the future, or at least be maintained. Reinforcement is most effective when it is individualized for a particular learner with autism spectrum disorder and when it is presented in response to a learner’s use of a target skill/behavior. Reinforcement has been shown to be effective at the preschool, elementary, and middle/high school levels. The goal of this evidence-based practice is to increase skills while gradually fading reinforcement strategies to promote maintenance and generalization (Neitzel, 2009). While token boards have become a common reinforcement strategy in many special education environments, a simple but important component is often overlooked. Educators are encouraged to ensure student-specific behavior expectations are included on all token boards, as this can help to reinforce the learning connection for students between their behavior and earning the tokens. Visual expectations also serve as a reminder for supporting adults and can help ensure consistent token delivery across people and environments.
Using a Token Board. https://www.youtube.com/watch?v=OqHHYsSiLJ4
An example of a customized token board for a student who loves ocean animals.
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