The Social Validity of Token Economy Interventions in Instructional Settings: A Registered Report Systematic Review.
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| Title: | The Social Validity of Token Economy Interventions in Instructional Settings: A Registered Report Systematic Review. |
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| Authors: | Beahm, Lydia A.1 (AUTHOR) Lbeahm@clemson.edu, Cook, Bryan G.2 (AUTHOR), Ingvarsson, Einar T.2,3 (AUTHOR), Eshiett, Ekemini1 (AUTHOR) |
| Source: | Behavioral Disorders. May2026, Vol. 51 Issue 3, p177-196. 20p. |
| Subject Terms: | *School environment, *Parent attitudes, *College teacher attitudes, *Student attitudes, *Behavior therapy, *Child behavior, Professional practice, Descriptive statistics, Teenagers' conduct of life, Systematic reviews, MEDLINE, Statistics, Evidence-based medicine, Online information services, Psychology information storage & retrieval systems |
| Abstract: | Token economies are a commonly used evidence-based practice to increase appropriate behavior in classrooms and other instructional settings. However, little is known about the perceptions of teachers, students, and parents regarding the practice. Therefore, we examined the social validity of token economy interventions in instructional settings in this Registered Report systematic review. One hundred thirteen studies met the inclusion criteria and were reviewed; 29 of those studies (25.6%) systematically evaluated social validity. The most common type of social validity evaluation was surveys involving the teachers or students at the end of the study. Findings suggest that most parents and students had a positive perception of the goals, procedures, and outcomes of the practice. However, teachers' perceptions were more mixed. Overall, teachers found token economies to be beneficial; however, several noted that implementing them with fidelity was time consuming and challenging. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Token economies are a commonly used evidence-based practice to increase appropriate behavior in classrooms and other instructional settings. However, little is known about the perceptions of teachers, students, and parents regarding the practice. Therefore, we examined the social validity of token economy interventions in instructional settings in this Registered Report systematic review. One hundred thirteen studies met the inclusion criteria and were reviewed; 29 of those studies (25.6%) systematically evaluated social validity. The most common type of social validity evaluation was surveys involving the teachers or students at the end of the study. Findings suggest that most parents and students had a positive perception of the goals, procedures, and outcomes of the practice. However, teachers' perceptions were more mixed. Overall, teachers found token economies to be beneficial; however, several noted that implementing them with fidelity was time consuming and challenging. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01987429 |
| DOI: | 10.1177/01987429261421266 |
