Talking Tokens
Talking Tokens
Embedded Files
Using talking tokens...
Builds self awareness for calling out
Creates community of support to reinforce expected behavior
Gentle reminder of expectations
Implementation
Implementation
Overview
Introduce talking tokens and their purpose to student(s).
Introduction should include practicing giving students turns and space to to have everyone share their thoughts.
Give students a set number of talking tokens that allow them to respond with their answer.
Student may have talking token exchanged if calling out
Student must turn in or exchange token when it has been used either intentionally or accidentally.
Can act as a currency in combination with a reward system. Students can use their remaining tokens to add to a bank to then purchase items.
Core Components
Talking tokens and blurt beans are introduced to help improve awareness and control of a classroom calling out.
Shame should never be involved in the distribution.
Do not single students out when utilizing.
Proactive Implementation
Proactively using talking tokens requires the supervising adult to build this into their classroom management system. The adult should introduce the system to all students and share that the talking tokens are to support all voices in the classroom.
Responsive Implementation
Responsively implementing talking tokens requires the supervising adult to work with the target student, group, or class to identify the need and share the concern. A collaborative effort is used to set the expectations of the talking tokens and create the system.
Highly recommend not introducing this strategy to a single student or group.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the talking token system should be combined into a class wide system where students work together to earn an incentive.
Skills Training
If the need is skill building then the students should have an opportunity to conference or reflect about why a talking token was removed or placed.
Awareness
If the need is awareness then when the talking token is discreetly removed or shifted then the student should complete a reflection of why they believe the token was taking independently and then a impromptu conference may be held later to discuss.
Emotional Regulation
If the need is regulation then the student may complete a breathing exercise, utilize a fidget, or complete another coping strategy when a token is added, taken, or shifted.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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