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Abstract

We propose a procedure for increasing student participation, particularly in large classes. The procedure establishes a token economy in which students earn tokens for participation and then exchange those tokens for extra credit. We evaluated the effectiveness of the procedure by recording the degree of participation in an introductory psychology class before, during, and after implementation of the token economy. Results revealed that the amount of directed and nondirected participation increased during the token economy and returned to baseline after removal of the token economy. Furthermore, students responded faster to questions from the instructor during the token economy than during baseline, and this decrease in response latency continued even after removal of the token economy.

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Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation

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