The purpose of this study was to increase on-task behavior using a token economy system paired with positive teacher reinforcement in a high school student with ADHD and Asperger’s syndrome. Our participant was a 15-year-old ninth grade student enrolled in a self-contained special education classroom. He was diagnosed with both ADHD and Asperger’s Syndrome. The dependent variable measured was the percent of on-task behavior across two academic periods of the school day. On-task behavior was tallied using a partial interval recording system. After baseline, a token economy was implemented. The token system was a leveled system where the more on-task that was noted, the greater his reward. The overall outcomes indicated large increases in on-task behavior. The procedures were easy to implement and evaluate in a high school classroom setting.
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