EFFECTS OF COMBINING A WEARABLE VISUAL SCHEDULE AND A CLASS-WIDE TOKEN ECONOMY ON SELF-INITIATED TRANSITIONS

Author

Karynna Vargas, Southern Illinois University CarbondaleFollow

Date of Award

8-1-2022

Degree Name

Master of Science

Department

Behavior Analysis and Therapy

First Advisor

Williams Awodeha, Natalie

Second Advisor

Jacobs, Eric

Abstract

TITLE: EFFECTS OF COMBINING A WEARABLE VISUAL SCHEDULE AND A CLASS-WIDE TOKEN ECONOMY ON SELF-INITIATED TRANSITIONSMAJOR PROFESSOR: Dr. Natalie F. Williams AwodehaProblem behaviors in young children are associated with long-term academic and social struggles. Moreover, the prevalence is expected to increase with the implications of the coronavirus pandemic of 2019 (COVID-19). As a result, implementing positive behavior techniques early on will reduce the likelihood of problem behavior. A [BL] [ X] [Y] [BL] [XY] component analysis was used to study the individual components: Visual activity schedules (VAS), ClassDojo®, and the results of combining interventions on self-initiated transitions in a bilingual preschool classroom. Participants were 4 to 5 years old, in a general education who displayed difficulty transitioning. First, the study observed participants transitioning without added assistance. After, participants were to wear an Octopus watch® and then participate in a class token economy with recorded self-initiated transitions. A return to baseline followed, and lastly, a combined VAS and ClassDojo® intervention was implemented to see its impact on transitions. The results found a socially significant improvement from baseline compared to combined components across all participants in the study. Results supported combining VAS with a token economy using effective reinforcers to improve self-initiated transitions among preschoolers in the public-school setting. However, future replications with limitations addressed in this study will be needed to back claims.