Syed, DanielaBrennan, SarahAutry, Patrick2021-12-092021-12-092021-11-23http://hdl.handle.net/11603/23568When students are disruptive in class it not only impedes their own ability to learn, but disruption interferes limits other students and the teacher from effectively delivering instruction. It is for this reason that behavior interventions, when implemented correctly, can lessen disruptive behavior in special education classrooms. The purpose of this study was to determine whether a token economy behavior intervention method was an effective way of minimizing disruptive behavior in students with autism and identified as having conduct disorder in a special education classroom. The measurement tool used to identify symptoms of conduct disorder in students was the Disruptive Behavior Disorder Rating Scale (DBDRS). Two types of token economies that were used in the study were a traditional and a cost benefit (responsive). Each token economy intervention was administered for a period of two weeks. Data from the research showed that although both token economies reduced disruptive behavior in the classroom, the cost benefit (responsive) token economy was the more effective intervention. Success of the cost benefit (responsive) token economy could be attributed to (1) the primary reinforces (tokens) being items of high interest, (2) token served as a reminder to earn reward, and (3) focus was on instruction since token was already provided at the beginning of instruction. These all counter the traditional method that did not have tokens of known interest and were given at the end of instruction.35 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.autismcost responsive (benefit) token economydisruptive behavior disordertraditional token economyEducation -- Research papers (Graduate).Text