A Preliminary Evaluation of a Digital Token Economy to Increase Student Engagement during Group Teletherapy

Hunter King, Katerra Miller-Johnson, Keely McCulla, Aaron J. Fischer, Shengtian Wu, Mikey Miller
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Abstract


Shortly following the temporary nationwide school dismissal amid COVID-19, the current exploratory case-study evaluated the feasibility of two engagement strategies delivered during group teletherapy: Class Dojo and opportunities to respond (OTR). Three elementary students with emotional and behavioral difficulties participated. An A-B-A design was used to evaluate the effects of Class Dojo on student engagement with therapist-delivered OTRs. Due to one student’s poor response to the contingency, an A-B-C design was used to evaluate the additive effect of student-delivered OTRs on his engagement. Results indicated moderate to high rates of student attendance, and consistently high rates of engagement for two students. When students delivered OTRs, the student who initially struggled to engage demonstrated an increase in engagement. Practical issues are discussed and recommendations are considered for future research on increasing student engagement during online settings.


Keywords


Engagement, Technology, Therapy, Virtual token economy

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References


King, H.., Miller-Johnson K., McCulla, K., Fischer, A. J., Wu, S., & Miller, M. (2021). A preliminary evaluation of a digital token economy to increase student engagement during group teletherapy. International Journal of Technology in Education (IJTE), 4(4), 729-751. https://doi.org/10.46328/ijte.175




DOI: https://doi.org/10.46328/ijte.175

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.