I don't know how to price my items. I've been pricing them using their unit price in the store. For example, if something cost me $4 in the store, then the cost at school is 400 tickets (our tickets are 5s, 10s, and 20s). So, I do 1 ticket per penny spent (using unit price). Also, what about sales? For example, a round tub of thinking putty was on clearance at Wal-mart for $1 so I priced it at school as 100 tickets. Original price at the store was $5. Should I have priced it at 500 tickets?
As a special ed. teacher for many years, I used a whole range of extrinsic rewards with varying degrees of success. However, as the amount of paperwork increased and instructional time decreased, my methods became more streamlined and efficient. Towards the end of my career, I occasionally just used "movie" tickets - the ones that come on a huge roll. New students would always ask what the tickets are good for and my other students would simply say, "Nothing". Without any further discussion, everyone would usually just continue with the activity excited to collect as many tickets as possible. At the end of the activity, everyone counted their tickets and deposited them back to the ticket box. For me, a so-called token economy is more trouble than it's worth! I would rather spend my limited time providing accelerated intervention, Monday through Friday, via target instruction that engages all students.
My issue isn't whether or not to DO the token economy; I have to do it. My issue is pricing the items.
Sorry to hear you have were given no choice. Perhaps you can check with a teacher in your school who already has a TE set up for pricing.
I came to this message board b/c I usually find great information, advice, help, and direction here. Looking for like-minded professionals to bounce ideas off. Directing me back to other teachers in my building is not helpful.
I'm assuming that the advice to speak with other teachers in your building was given so that you can ensure consistency--particularly if you are being told that you must implement the program.
How often are students given tickets and at what amounts? The items in your prize cabinet should be attainable but also require some effort. So if 500 tickets is impossible to get to (or seems impossible), students will feel less motivated to try and earn tickets. However, if it's a stretch but still seems possible, then it will push students to work for it. Also add in some little "easy" prizes too - candies or stickers for smaller amounts - so even kids who struggle to earn tickets can feel some success and reward from it. It may help them keep improving so they can work toward a "big" item. As for the sale price - I'd either do the sale price (100 tickets) or go halfway between 100 and 500 -- make it 250 or 300 tickets. I agree though that it may be helpful to see what prices/pricing system other teachers in your building are using.
I would use original prices if you plan on restocking the item. The last time I used a token system, I had auctions.
