630279

research-article2016
ISCXXX10.1177/1053451216630279Intervention in School and ClinicRobacker et al.

Technology Trends
Cathy Newman Thomas, Associate Editor
Intervention in School and Clinic 2016, Vol. 52(1) 39­–43
© Hammill Institute on Disabilities 2016
Reprints and permissions: sagepub.com/journalsPermissions.nav
DOI: 10.1177/1053451216630279
isc.sagepub.com

A Token Economy Made Easy Through ClassDojo

Cassie M. Robacker, MAEd1, Christopher J. Rivera, PhD2, and Sandra H. Warren, PhD2

Abstract
Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral
disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of
positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to shape student
behaviors through the use of motivation and positively reinforce good behaviors. A strategy often used in PBIS systems is
a token economy. This column provides practitioners with a strategy for implementing a token economy using ClassDojo,
a web-based classroom management program available for computers and mobile devices.

Keywords
applied behavior analysis, emotional and behavioral disorders, technology, management, behavior

Ms. Zimmerman has been teaching for 10 years as a special better regulate student behaviors while easily monitoring
educator for students with emotional and behavioral dis- their progress (see Note 1).
abilities (EBD) in a rural elementary school. Early in the
year, as a part of a new school initiative, each classroom had
an interactive white board installed (e.g., SMART,
Classroom Management: Token
Promethean) and students were assigned an iPad. Ms. Economy
Zimmerman was excited about embedding technology in A PBIS system can be employed schoolwide and provide
her lessons and had attended trainings on how to operate the several benefits for students, especially those with EBD.
devices. While she believed the use of technology is benefi- PBIS seeks to improve student behavioral outcomes by creat-
cial in classrooms, she was more concerned about how to ing safe environments, providing students with clear behav-
help decrease her students’ problematic behaviors. Two ioral expectations, and explicitly teaching, monitoring, and
years ago, Ms. Zimmerman was introduced to a variety of reinforcing identified behaviors in a culturally and contextu-
behavioral strategies through a schoolwide positive behav- ally relevant manner (Positive Behavioral Interventions &
ioral interventions and supports (PBIS) system. As a result, Supports OSEP Technical Assistance Center, 2015). Founded
Ms. Zimmerman was acquainted with principles of rein- within the field of applied behavior analysis (ABA), the PBIS
forcement and decided she would like to incorporate a token system also employs several behavioral strategies that have
economy as a classroom management tool. Ms. Zimmerman been validated in ABA research, such as antecedent control
and her paraprofessional, Ms. Williams, discussed what stu- procedures or interventions (Johnston, Foxx, Jacobson,
dent disruptions they were viewing in class, decided to list
those behaviors (e.g., out of seat, talking out of turn), and 1
collect data to determine when they were most likely occur- Winston-Salem/Forsyth County Schools, Winston-Salem, NC, USA
2
Department of Special Education, Foundations and Research, East
ring and how often. By using an event recording/ frequency Carolina University, Greenville, NC, USA
form, Ms. Zimmerman and Ms. Williams found that disrup-
tive behaviors were most likely to occur during literacy Corresponding Author:
Christopher Rivera, Department of Special Education, Foundations and
instruction. With the technology she currently had access Research, East Carolina University, 104 Rivers Building, Greenville, NC
to, Ms. Zimmerman wanted to find out if there was a token- 27858, USA.
economy, computer-based application that she could use to Email: riverac@ecu.edu
40 Intervention in School and Clinic 52(1)

Table 1. Classroom Management Applications and Programs.

Software/applications Web link Description

Behave+ https://itunes.apple.com/us/app/ Multipurpose classroom management application that helps to
behave+/id477429064?mt=8 track a student’s positive and negative behaviors
Behavior Tracker Plus https://itunes.apple.com/LB/ Application allows for an instructor to group students and
app/id904461133?mt=8&ign- monitor student behaviors
mpt=uo%3D4
ClassCharts https://www.classcharts.com/ Allows for teachers to make seating arrangements and plans
that will assist the improvement targeted class behaviors
ConductGrader http://www.conductmonitor.com/ An application that can track attendance and student behavior
home/ and can send alerts for registered users during emergency
procedures
iBehavior http://www.iunderstand.com/ Basic application that allows to record and monitor student
ibehavior/ behaviors
iBehaveWell https://itunes.apple.com/us/app/ Assists in monitoring student behaviors and can email and graph
ibehavewell/id384311092?mt=8 reports
Teacher Class123 https://class123.ac/ Classroom management tool that provides students with
animated feedback as a way to improve targeted behaviors

Green, & Mulick, 2006), and reinforcement strategies. familiar strategies, such as token economies. Technology use
Through the use of these behavioral principles, contingencies is important in today’s classroom (Bolick & Cooper, 2006);
can be established that help evoke positive or prosocial however, practitioners, like Ms. Zimmerman, often have dif-
behaviors. When a positive behavior is presented, positive ficulties implementing and taking advantage of technological
reinforcement is then provided to increase the likelihood of advancements (Grunwald and Associates, 2010). The purpose
that behavior reoccurring in the future. A token economy is of this article is to provide practitioners with steps to imple-
one method that applies these behavioral principles of rein- ment a relatively new and free classroom management system
forcement within a PBIS system. known as ClassDojo (2014; Maclean-Blevins, n.d.; Maclean-
A token economy is a contingency management strat- Blevins & Muilenburg, 2013; O’Brien & Aguinaga, 2014).
egy in which students are awarded tokens for displaying This application is a virtual program that can be used as a
appropriate behaviors. Using principles of positive rein- token economy reinforcement system to increase prosocial
forcement, a token (i.e., conditioned reinforcer) is admin- behaviors of students with EBD. While there are several tech-
istered every time a target behavior is displayed and can nological software products/applications that can be used
then be later exchanged for a backup reinforcer (e.g., a for classroom management (see Table 1), ClassDojo was
desirable object) that is based on student preferences or selected for closer examination because it has been dis-
interests (Kazdin, 1977). Therefore it is important, in a cussed in the professional literature and used with success
token economy, to select backup reinforcers that are mean- in classrooms. Therefore, steps for accessing and imple-
ingful and of value to students. Backup reinforcers may be menting ClassDojo, as well as practical classroom implica-
activity based (e.g., educational games), social (e.g., allot- tions, are presented.
ted time to talk to friends), tangible (e.g., toys), or edible
(e.g., food; Yell, Meadows, Drasgow, & Shriner, 2009).
What Is ClassDojo?
For tokens and backup reinforcers to be considered posi-
tive reinforcers, they must increase a targeted behavior, ClassDojo is a secure (i.e., data collected are encrypted and
again making it important that an educator carefully select monitored by the company; ClassDojo, n.d.), free applica-
backup reinforcers that students will want to earn and later tion that can be accessed through computers and mobile
exchange for their tokens. Research has long demonstrated devices. The application aids practitioners in keeping track
the benefits of using token economy interventions as a of the frequency of a student’s target behavior and can be
way for reducing disruptive or inappropriate behaviors for used to reward students with feedback points, exactly the
a variety of students (Filcheck, McNeil, Greco, & Bernard, way a traditional token economy would work. Practitioners
2004; Klimas & McLaughlin, 2007) while increasing can choose to display ClassDojo on their interactive white
desired behaviors. boards or via a projector, enabling each student to view his
As time progresses and the use of new technologies or her progress (O’Brien & Aguinaga, 2014). Moreover, if
increase in school systems, it becomes important for practitio- mobile devices are available to students (e.g., Android,
ners to familiarize themselves with new ways to incorporate Apple), students can access the application via Wi-Fi
Robacker et al. 41

connectivity to see and evaluate their progress on their own Steps to Implement ClassDojo
device. The application can be used to help monitor behav-
ioral progress by providing reports that can be shared with For educators like Ms. Zimmerman who want to take
administrators, parents, and students. The reports can assist advantage of ClassDojo, there are five steps that need to be
practitioners in analyzing trends in a student’s behavior, implemented.
facilitate a student’s reflection of his or her daily progress,
and inform parents of their child’s behavior. ClassDojo has Create a Virtual Classroom
been shown to be successful in improving behavioral out-
comes for students in middle (O’Brien & Aguinaga, 2014) Before making use of ClassDojo, an account needs to be
and elementary school classrooms (Maclean-Blevins & created (see www.classdojo.com). Once an account is
Muilenburg, 2013). Furthermore, Hammonds, Matherson, active, practitioners are prompted to create/edit a class. This
Wilson, and Wright (2013) suggest that the application can prompt provides a list of items that can be edited, including
improve student motivation by providing students with student names, behaviors, home (i.e., parent email invita-
immediate feedback and praise for displaying appropriate tions to the virtual class), and teachers (i.e., teacher email
behaviors. invitations to the virtual class). When students are added to
a class they are automatically assigned an avatar; however,
if practitioners would like, they can permit students to select
Response Cost their own avatar, giving them ownership in the process
(i.e., building self-determination). Since ClassDojo is a
ClassDojo includes a function to add points to reinforce
computer-based application, it is important to consider
positive behaviors, but it also allows a user to take away
using an acronym or nickname for students that will enable
earned points. Withdrawing points or tokens earned by stu-
their information to stay anonymous. Even though data col-
dents can change a token economy into a blended system
lected are encrypted, an uninvited person may still be able
that incorporates response cost (Truchlicka, McLaughlin,
to view information left open on a computer screen or tablet
& Swain, 1998). Response cost is a behavioral procedure in
if left unattended. Keeping data as anonymous as possible
which a stimulus that has been awarded, in this case a
can further ensure the privacy of student records.
point, is removed with the goal of decreasing (i.e., punish-
ing) the occurrence of an inappropriate behavior. Research
has demonstrated that punishment can be useful in decreas- Program a Behavior
ing problematic behaviors (Simonsen, Fairbanks, Briesch,
Within the application there are preprogrammed behaviors
Myers, & Sugai, 2008); however, using punishment can
that can be selected (e.g., on task, participating, helping oth-
often lead to other undesirable behaviors (e.g., antisocial
ers, working hard). If the behaviors within the application
behaviors, aggression; MacMillan, Forness, & Trumbull,
are not suitable for a student or group of students, the pro-
1973; Sidman, 1999). Magg (2001) suggested that rather
gram also allows the user to create and customize a targeted
than using punishment (e.g., removing a token) as a means
behavior. Keep in mind that to make the most use of the
to thwart negative behaviors, practitioners should focus on
application, selected behaviors should come from behavior
using positive reinforcement to increase good behaviors.
management plans and individualized education programs
Magg provided a powerful analogy about the use of posi-
that have been created for a student. Behaviors selected
tive reinforcement.
should also be operationally defined to create consistency
during data collection. For instance, if a target behavior for
Most teachers would readily agree that when students make
mistakes in division, the goal is not to punish or decrease
one of Ms. Zimmerman’s students were to increase speci-
division behavior. Rather, procedures are implemented to fied on-task behaviors, she would need to first define what
provide students with the correct strategy and practice to on-task behaviors are (e.g., quiet when working, using
increase their competence in division. The same logic should materials to appropriately complete a task, making eye con-
apply to students’ challenging behaviors. (p. 182) tact during instruction); list those behaviors within the
application; and, when seen, reinforce those behaviors by
In light of these principles, teachers are encouraged to awarding points.
use only the token economy features, of ClassDojo,
which will aid in rewarding good behaviors, thereby cre-
ating an environment where negative behaviors are less
Reward Students for Positive Behaviors
likely to occur. The primary discussion of the use of ClassDojo has the option of awarding students points for
ClassDojo, illustrated in the following section focuses on positive behaviors and removing points (i.e., response cost)
using the application as a token economy without a for negative behaviors. Following the PBIS model, practi-
response cost. tioners should focus on rewarding students for positive
42 Intervention in School and Clinic 52(1)

behaviors displayed and use ClassDojo as a token economy Additional Features

rather than a blended system that includes a response cost.
Every time a positive behavior is exhibited a point can be In conjunction with the web application, ClassDojo also
awarded by simply tapping on a student’s avatar and then provides an application suite for mobile devices. For
selecting the observed behavior. Reinforcement can be pro- instance, both Apple and Android app stores offer a teacher
vided every time a target behavior occurs (i.e., frequency application, one for students, and a messaging application.
recording) or if that behavior is performed during an entire Similar to the web application, practitioners can use the
predetermined interval of time (e.g., 5 min; duration record- mobile apps to manipulate the same functions that have
ing). To improve behavioral outcomes, points should be been previously described. The student app allows them to
awarded frequently and backup reinforcers should be pro- enter a virtual class and receive live updates of the recorded
vided through point exchanges. behaviors. Students can check their reports and see specifi-
cally what they are being reinforced for. The messaging
application enables practitioners to write direct messages to
Point Exchange parents who also have the application downloaded on their
For students to find value in the points they are awarded in mobile device. Practitioners can send and receive messages,
ClassDojo, a point exchange system needs to be developed. as well as send photos and other attachments to intended
Like traditional token economies, a point can be exchanged recipients, similar to how text (SMS) and multimedia mes-
for various reinforcers with different values. Backup rein- saging services (MMS) work.
forcers that can be exchanged for points should first be
identified through the process of a preference assessment ClassDojo and Ms. Zimmerman
(e.g., Fisher et al., 1992; see Wright, 2014). Once reinforc-
ers are selected, practitioners can create a choice board (a After creating a virtual classroom within the ClassDojo appli-
list of tangible and nontangible rewards and their point’s cation, Ms. Zimmerman customized positive target behaviors
cost), enabling students to visually see reinforcers and their based on the problematic behaviors she and Ms. Williams first
worth. When a specific point value is met, a practitioner identified. For instance, based on baseline data, they found
may then give students time to exchange their points for an students talked out of turn or got out of their seats during lit-
item(s) on the board. To decrease interruptions during eracy lessons. Therefore, positive behaviors they sought to
instruction, a “shopping” schedule can be created and reinforce included not disrupting peers when they spoke and
posted as part of the overall class schedule for students to staying in their seats during a lesson. Ms. Zimmerman decided
see when they can exchange their points for selected backup to display ClassDojo on her interactive white board during
reinforcers (e.g., before lunch, during recess, at the end of instruction to allow students to see their avatars. She was able
the day). to tap students’ avatars throughout her lesson every time a
Practitioners should allow students to exchange their positive behavior was displayed. At the end of the lesson, Ms.
points for a reward using a reinforcement schedule that Zimmerman allowed her students to exchange their points for
matches a student’s needs. For example, when shaping a items on the choice board. At the end of each class, Ms.
new behavior, the exchange for a backup reinforcer Zimmerman re-set the points and printed off each student’s
should be more frequent (after points are earned, an behavioral report to review with him or her, before emailing
exchange can be made immediately after the lesson). parents or texting them through the messaging app. Over a
Over time, the schedule of reinforcement can be faded 2-week period Ms. Williams assisted Ms. Zimmerman in con-
and an exchange for a backup reinforcer can be extended/ tinued data collection and noticed a drop in noncompliant
delayed (i.e., three times a week, two times a week, once behaviors during literacy instruction.
a week). Once students become more fluent with using the appli-
cation, Ms. Zimmerman will set up a student account for
each of them. Displaying information for the class was eas-
Tracking and Reporting Student Progress ier for her to manage, but she was concerned that some stu-
A useful function of the application is that it provides prac- dents could take longer to earn points and may feel
titioners with a way to track student data. ClassDojo will embarrassed by having their points posted for all peers to
graph points earned, providing users with a visual represen- see. By creating a student account on their iPads, students
tation of student progress. This graph can then be shared will be able to see when they receive a point, helping to
with parents and, more importantly, students. Practitioners personalize their experience. In the future, Ms. Zimmerman
can use this tool as an opportunity to share and allow stu- also hopes to create an individualized virtual classroom for
dents to reflect on their behavior, thus laying a foundation each student in ClassDojo, so the students can begin self-
for students to begin self-regulating targeted behaviors monitoring their own behaviors by awarding themselves
(Maclean-Blevins & Muilenburg, 2013). points for a correct behavior upon a teacher signal.
Robacker et al. 43

Conclusion Walden University, Richard W. Riley College of Education

website: www.WaldenU.edu/fivemyths
ClassDojo has many practical implications. First, it is an Hammonds, L., Matherson, L. H., Wilson, E. K., & Wright, V. H.
easy classroom management program to implement that can (2013). Gateway tools: Five tools to allow teachers to over-
be used as a token economy reinforcement system. It offers come barriers to technology integration. Delta Kappa Gamma
several features, which are intuitive and not only aid in mod- Bulletin, 80, 36–40.
ifying student behavior but also provide useful data for prac- Johnston, J. M., Foxx, R. M., Jacobson, J. W., Green, G., &
titioners to monitor student progress. Next, what makes this Mulick, J. A. (2006). Positive behavior support and applied
application appealing is the ability to invite and incorporate behavior analysis. Behavioral Analyst, 29, 51–74.
Kazdin, A. E. (1977). The token economy: A review and evalua-
teachers as well as parents to easily share student data and
tion. New York, NY: Plenum.
maintain communication. Incorporating families in modify-
Klimas, A., & McLaughlin, T. (2007). The effects of a token econ-
ing problematic behaviors early on in a child’s life can omy system to improve social and academic behavior with
decrease the likelihood that future problematic behaviors a rural primary aged children with disabilities. International
occur as that child grows older (Kumpfer & Alvarado, 2003). Journal of Special Education, 22(3), 72–77.
Finally, ClassDojo is also a multiplatform, free applica- Kumpfer, K. L., & Alvarado, R. (2003). Family-strengthening
tion, having the ability to be operated on a desktop, with no approaches for the prevention of youth problem behaviors.
additional software required, or on Apple or Android mobile American Psychologist, 38, 457–465.
devices. Due to the application’s versatility and ease of use, Maclean-Blevins, A. O. (n.d.). Class DoJo: Supporting the art of
this software has the potential to change the way practitio- student regulation. Retrieved from http://aprendercom.org/
ners apply token economies in contemporary classroom. escola21/file/download/3513
Maclean-Blevins, A., & Muilenburg, L. (2013). Using Class
Declaration of Conflicting Interests Dojo to support student self-regulation. In J. Herrington et al.
(Eds.), Proceedings of World Conference on Educational
The author(s) declared no potential conflicts of interest with respect Multimedia, Hypermedia and Telecommunications 2013
to the research, authorship, and/or publication of this article. (pp. 1684–1689). Chesapeake, VA: AACE.
MacMillan, D. L., Forness, S. R., & Trumbull, B. M. (1973). The
Funding role of punishment in the classroom. Exceptional Children,
The author(s) received no financial support for the research, 40, 85–96.
authorship, and/or publication of this article. Magg, J. W. (2001). Rewarded by punishment: Reflections on
the disuse of positive reinforcement in schools. Exceptional
Note Children, 67, 173–186.
O’Brien, C., & Aguinaga, N. (2014). Using Class Dojo with an
1. Mrs. Zimmerman’s situation is a fictionalized account drawn interactive whiteboard and iPad projection to promote positive
from several authentic situations and put together as an behavioral interventions and supports at the classroom level.
aggregated scenario. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for
Information Technology & Teacher Education International
References Conference 2014 (pp. 2931–2933). Chesapeake, VA: AACE.
Bolick, C. M., & Cooper, J. M. (2006). Classroom management Positive Behavioral Interventions & Supports OSEP Technical
and technology. In C. M. Evertson & C. S. Weinstein (Eds.), Assistance Center. (2015). School. Retrieved from https://
Handbook of classroom management: Research, prac- www.pbis.org/school
tice, and contemporary issues (pp. 541–558). Mahwah, NJ: Sidman, M. (1999). Coercion in educational settings. Behaviour
Lawrence Erlbaum. Change, 16(2), 79–88.
ClassDojo. (2014). Retrieved from https://www.classdojo.com/ Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai,
ClassDojo. (n.d.). Safety and security of ClassDojo. Retrieved from G. (2008). Evidence-based practices in classroom manage-
https://classdojo.zendesk.com/hc/en-us/articles/202028169- ment: Considerations for research to practice. Education and
Safety-and-security-of-ClassDojo Treatment of Children, 31, 351–380.
Filcheck, H., McNeil, C., Greco, L., & Bernard, R. (2004). Using a Truchlicka, M., McLaughlin, T. F., & Swain, J. C. (1998). Effects of
whole-class token economy and coaching of teacher skills in a bonus contingencies and response cost on the accuracy of spell-
preschool classroom to manage disruptive behavior. Psychology ing performance with middle school special education students
in the School, 41(3), 351–361. doi:10.1002/pits.10168 with behavior disorders. Behavioral Interventions, 13, 1–10.
Fisher, W., Piazza, C. C., Bowman, L. G., Hagopian, L. P., Owens, Wright, J. (2014). Directions for trial based assessments.
J. C., & Slevin, I. (1992). A comparison of two approaches Retrieved from http://ecs.ovec.org/documents/Preference%20
for identifying reinforcers for persons with severe and pro- Assessment%20forms.pdf
found disabilities. Journal of Applied Behavior Analysis, 25, Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G.
491–498. (2009). Evidence-based practices for educating students with
Grunwald and Associates. (2010). Practitioners, technology and emotional and behavioral disorders. Upper Saddle River, NJ:
21st century skills: Dispelling five myths. Retrieved from Pearson.