THE USE OF TOKEN ECONOMIES DURING READING INTERVENTION FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER

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dc.contributor.authorJackson, Amber Nicole
dc.date.accessioned2023-11-20T23:46:28Z
dc.date.available2023-11-20T23:46:28Z
dc.date.issued2022-12
dc.date.updated2023-04-10T19:04:25Z
dc.description.abstractIt is important to further explore the role of specific resources and tools including token economies in supporting reading improvement among students in self-contained low-incidence autism classrooms. This quantitative study examined differences in Illuminate Education FastBridge Reading CBMComp progress monitoring when students completed the module comprehension question set with verbal praise and when they completed the module comprehension question set with the use of a token economy. Participants consisted of 16 students from ninth to 12th grade in a self-contained low-incidence autism classroom in the southeastern United States. Participants for the study were selected based on their classroom designation within a special day school environment. Data collected comprised FastBridge Progress monitoring scores from the ReadingCOMP. SPSS was used for data analysis; a paired sample t test showed a statistical difference between the sample means of the same group during the times each intervention was implemented. Findings indicated that students’ achievement improved by participating in a token economy. Finally, the field study concludes with practical implications that can be considered when implementing token economies in self-contained lowincidence autism classrooms.
dc.identifier.urihttps://hdl.handle.net/20.500.11989/19180
dc.language.isoen_US
dc.language.rfc3066en
dc.publisherAustin Peay State University
dc.subjectautism spectrum disorder least restrictive environment
dc.subjectreading support
dc.subjecttoken economies
dc.subjectlow-incidence classrooms
dc.titleTHE USE OF TOKEN ECONOMIES DURING READING INTERVENTION FOR HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER

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