Title from PDF of title page. / Document formatted into pages; contains 55 pages. / Thesis (M.A.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Previous research has examined the effectiveness of placing parents on a variety of incentive programs which would increase their likeliness to participate in school related activities. That research suggested that establishing school as a reinforcing environment for parents was vital. Due to these findings, this study examined the effects of a token economy on parent involvement at a low-income elementary school. Teachers were trained in the data collection method, and parental behavior was observed on a daily, weekly and bi-weekly schedule. Measures of social validity were obtained through teacher and parent questionnaires. The data from the research study suggested that the implementation of the token economy did increase the amount of parent participation, but only on a "micro" level. Parent involvement on a larger scale such as participation in after school activities such as PTA's and other large scale school related activities were not affected. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains iv, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 53-61).

The present study evaluated preference for choice and its effect on motivation during response acquisition of receptive identification targets in children diagnosed with autism. Prior to the study a multiple stimulus without replacement preference assessment was conducted in order to determine the highly preferred stimulus. Choice was evaluated during a high-preferred, free-choice, and control condition for each participant. During the high-preferred condition, participants were only able to work for the high-preferred stimulus identified during the MSWO. During free choice, participants could choose among the five items presented in the MSWO, and during control each participant was unable to exchange his or her tokens for reinforcement. Choice was also evaluated during a concurrent-chain arrangement, where each participant was able to choose the condition he or she wanted to work under. The results showed that two out of the three participants did not show differentiation during the acquisition phase; however, during the concurrent-chain phase, all three participants demonstrated a stronger preference for free choice.

Previous research on implementer preference for behavioral interventions is limited. This study empirically evaluated teachers’ preference for implementing two types of token economies in a classroom to increase on-task behavior of students. The two types of token economies were response cost and differential reinforcement of alternative behavior implemented using an interdependent group contingency. The results showed both teachers preferred response cost over differential reinforcement of alternative behavior.

The research literature with nonhumans supports findings that token economies are a common component of training programs. The literature suggests that the schedule by which exchange opportunities become available determines the organization of behavioral performances in token economies to a great extent. This study sought to systematically document whether the dynamics observed in basic laboratory procedures will also be observed in a child diagnosed with autism spectrum disorders and whether altering schedules by which the exchange opportunities become available will attenuate these effects. The participant was exposed to two conditions: 1) a fixed token-production schedule (FR1) with a fixed token-exchange schedule (FR5) and 2) a fixed token-production schedule (FR1) with a variable token-exchange schedule (VR5). Results of the current study did not lend themselves to draw definitive conclusions that the patterns of responding observed in this experiment were in fact due to the change in the token exchange schedule.

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There is some discrepancy on how differential reinforcement of other behavior (DRO) and response cost (RC) affect responding within the context of token economies. We evaluated DRO and two variations of response cost with and without verbal feedback to decrease response errors in the context of academic skills for three children diagnosed with Down syndrome. The results suggest that a token economy intervention alone, with or without verbal feedback, was not effective for 2 of 3 participants. Gestural prompting was required to reduce response errors for those 2 participants and is possibly responsible for reducing response errors for the third participant.

This study addresses the experience of using token economy among parents who have children with the diagnoses autism spectrum disorder and Asperger’s syndrome. The study also examines the factors that may have contributed to the outcome of the results, as age, knowledge and gender. The children counts from the ages 0-18 years old at the time for the use of token economy. The study gathered information through questionnaires who was distributed in Facebook groups for the targeted group. 54 respondents answered the questionnaire in a useful way. The result showed that the most part of the respondents experienced token economy as a poor behavior modification method on these children. One factor that could be of significance for the children with autism, if token economy works, is if they are older than 12 years. More and deeper surveys is needed to generalize the result and the conclusion. Token economy is a controversial and a debated subject within the circle of people who knows the method. Therefore, it is important with continued scientific research and development of the method’s applications. / Studien behandlar upplevelsen av användandet av teckenekonomi bland föräldrar som har barn med diagnoserna autismspektrumtillstånd eller Aspergers syndrom. Studien undersöker även faktorer som kan ha spelat in för resultatet, såsom ålder, kunskap och kön. Barn räknas från ålder 0-18 år vid användandet av teckenekonomi. Studien hämtade information genom enkäter som distribuerades ut i Facebookgrupper för målgruppen i fråga. 54 respondenter besvarade enkäten på ett användbart sätt. Resultatet visade på att flertalet respondenter upplevde teckenekonomi som en dålig beteendemodifikation på dessa barn. En faktor som skulle kunna ha betydelse för om teckenekonomi fungerar på barn med autism, är om de är över 12år. Fler och djupare undersökningar krävs för att kunna generalisera resultatet och slutsatsen. Teckenekonomi är ett kontroversiellt och debatterat ämne inom den krets som känner till metoden. Därför är det viktigt med fortsatt forskning och utveckling av metodens tillämpningar.

Tokenomics is the design and implementation of token economies in blockchain projects, which utilizes tokens as means of exchange, unit of account, and governance mechanism. Despite its significance, there is a lack of established frameworks for designing tokenomics from the start. Existing research often focuses on post-tokenomics or studying tokens as investment tools, leaving a gap in practical guidelines and best practices for creating sustainable token economies. This master thesis aims to address this gap by exploring the elements in designing self-sustainable tokenomics and proposing a potential framework. To accomplish this, an action research methodology was employed, collaborating with a leading blockchain company, and conducting interviews and workshops with the project participants. The results contribute to theory by establishing a three-phase and three-dimensional approach to design tokenomics and offer valuable insights for practitioners and researchers. By considering these findings and implementing best practices, blockchain projects can increase their chances of success and create sustainable token economies.

No description available.