How to Use a Token Board
August 11, 2020
August 11, 2020
We all need motivation to get the job done sometimes. Building tolerance for increased amounts of “work” can be an especially challenging task for children with autism but it’s an important skill to have in order to be successful in a variety of environments. Token Boards are both a tool and a visual support that can help offer positive reinforcement and encourage your child to stay on task and meet their goal. After all, we all love to earn a gold star for our work!
Token Boards have been proven to increase the amount of “work” completed in a given period of time as well as decrease the amount of time it takes to learn a new concept. To simplify, a token is an object or symbol that can be exchanged for a greater reward. A Token Board displays the amount of tokens that must be earned in order to make that exchange and is where tokens are placed once they have been earned. An example used in the centers is a Token Board that includes six gold star tokens that can be customized for use depending on the needs of your child: some children may work for two tokens while others may be ready to work for five or even six tokens!
Token boards are a great tool for children whether they have autism spectrum disorder or not but this tool in particular been mindfully designed for children with autism and offers visual support to promote understanding cause and effect, developing the skill of waiting, and encourages healthy transitions. A token board can be helpful with academics, as well, alongside tasks like toilet training or household chores. The options are truly endless!
Want to learn more about Applied Behavioral Analysis (ABA) therapy and how it might be able to help your child with autism? Contact Hopebridge for more information. We’re here to help!
For further reading:
Fiske, K. E., Isenhower, I. W., Bamond, M. J., Delmolino, L., & Sloman, K. N. (2015). Assessing the value of token reinforcement for individuals with autism. Journal of Applied Behavior Analysis, 48(2), 448-453.
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