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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.

Keywords

behavioral interventions evidence-based practices systematic review teacher perceptions teacher(s)

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The Social Validity of Token Economy Interventions in Instructional Settings: A Registered Report Systematic Review

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