The effects of work then play in combination with a token economy on the frequency of inappropriate behaviors for an elementary school child with autism

The purpose of this research was to reduce the disruptive behavior of a 7-year-old boy with Autism. He was enrolled in a self-contained special education classroom. The child engaged in high rates of multiply disruptive behavior. The frequency of bomb noises, inappropriate talk, and inappropriate physical contact were measured. After baseline, a positive behavior support plan was developed and implemented. The plan consisted of a combination of work then play schedule and a token economy. The work and then play schedule was set up so the child could visually see the work tasks that needed to be completed as well as the consequences for completing his work. The overall outcomes indicated a clear reduction in all three of the behaviors measured. The benefits of using pictures and tokens within a positive behavior support plan methodology is discussed.