A Manual for The Home Behavior Program: Setting up a Token Economy
by Harvey C. Parker, Ph.D.
Intoduction to Parents and Counselors
The Home Behavior Program is designed to help parents set up an effective program in their home to modify the behavior of their child or teenager. The Home Behavior Program can be used with children and adolescents ranging in age from six to sixteen. The Home Behavior Program is based on principles of behavior modification. A token economy system , in which the child or adolescent may earn or lose rewards and privileges serves as the underlying framework for the program. This manual will explain The Home Behavior Program and will give specific instructions for setting up a personalized program at home for your child or adolescent. Members of myADHD.com will find a Home Token Economy Program Chart in their treatment tools located at www.myadhd.com.

After reading this manual and implementing the Home Behavior Program you should have accomplished the following goals:
  • Established clear rules and expectations for your child's behavior.
  • Communicate your expectations in a positive way with your child.
  • Identify incentives and consequences that will motivate your child to behave appropriately.
As you will see, the a home token economy is easy to set up, fun to use, and immediately effective.
Establishing Healthy Communication
The Home Behavior Program stresses the importance of developing effective patterns of communication between a parent and child or teenager. A healthy parent-child relationship is best established through communication which conveys respect, caring and concern for one another. Such communication is the foundation upon which parents must rely in teaching their child family values and responsible behavior.

Occassional misbehavior by a child is usually dealt with by most parents in a calm, positive manner. Unfortunately, when a child has exhibited problems with behavior for a long time, the parent-child relationship frequently suffers and communication at home is often more negative than positive. If this has happened in your home, before you start setting up the token economy system, read through the suggestions below to help you establish a more positive parent-child relationship at home. Parents find that they often must modify their own communication style with their child before they can expect their child to do the same.
  1. Over the next few weeks make a special effort to focus on the positive aspects of your child's behavior. Try to overlook some of the child's negative behavior. Avoid criticizing, lecturing or nagging and instead try to compliment your child everytime you notice him or her doing something well.

  2. Spend at least fifteen minutes each day with your child doing things which s/he finds enjoyable. Make this time as positive as possible and during this one-on-one time refrain from discussing any unpleasant topics which could result in a disagreement. It is important to use this time to get closer to one another, to share thoughts and feelings and become better acquainted.

  3. Be specific when giving instructions. State your expectations calmly, clearly, and in a polite manner (as if you were talking to a neighbor). Say exactly what you want done, when, and how. Don't be afraid to assert your authority, but don't make the mistake of becoming too aggressive. Children usually respect assertive instructions, manipulate passive commands, and often resent aggressive commands. Some examples of these communication styles are below.
    "I'd like you to do your homework now. Is that alright with you?" (Passive)
    "What's wrong with you? Can't you ever do your homework when I ask you?" (Aggressive)
    "It is time to do your homework. We agreed that you would do it before watching television. Please turn off the t.v. now and get to work." (Assertive)

  4. Monitor your child's behavior closely and provide immediate feedback for both appropriate and inappropriate behavior. Parents who discipline effectively often pay a great deal of attention to their child's behavior. They reinforce appropriate behavior frequently and interrupt inappropriate behavior quickly, before it escalates and gets out of hand.

  5. When your child behaves inappropriately, don't make idle threats or long-winded speeches. Instead, issue a reprimand to the child, followed by a warning and an explanation of the consequence that will result if the misbehavior continues.

  6. Don't try to take too much control. Your child needs to be in charge in certain things that affect him and he will have to face the consequences of his decisions. Obviously, older children and teens want more autonomy and parents need to give them this freedom as they demonstrate an ability to act responsibly.
The Home Behavior Chart is divided into four sections (see link to token economy chart):
1. Start Behaviors
2. Stop Behaviors
3. Rewards and Privileges
4. Total Points Left
There is space in each section to record the daily performance of the child over a two week period.
1. Decide on specific appropriate behaviors (Start Behaviors) to put on the Home Behavior Chart.
Refer to the list of sample start behaviors to get an idea of what behaviors to list in the Start Behavior column on the Home Behavior Chart. This sample list contains common behaviors that have been identified by other parents as desirable. Choose four to six behaviors (from the list or ones that you identified yourself) that you would like most to see your child exhibit more often. Write these in the Start Behavior column on The Home Behavior Chart. Be sure to include only those behaviors which you are certain your child is capable of doing if properly motivated. Avoid listing anything which is vague, i.e. “good attitude," “cooperative," "friendly", etc. Only list behaviors which are observable and specific.
Sample Start Behaviors
awake and out of bed              
stays in bed at bedtime
by _____ o'clock dresses self
speaks to others politely
brushes teeth (2x)
puts toys away when told
washes hands and face
uses manners at table
makes bed
behaves in car
comes to breakfast when called
asks permission to borrow
leaves for school by___ o'clock
reads for _____ minutes
practices instrument
earns _____ grade in school
keeps room neat
shares toys and other things
puts dirty clothes in laundry
makes plans with a friend
comes home on time
makes eye contact
mows yard wash car
completes chores (list)
talks about feelings
starts/finishes homework on time
takes medicine
studies
tells the truth
prepares books for school
behaves in public places
bathes by _____ o'clock
behaves when guests come
in bed by _____ o'clock
behaves when parents talk on
listens the first time asked
behaves when parents are on the phone
sets table
unloads dishwasher
throws out garbage
Next, assign a positive point value to each of the behaviors in the Start Behavior column. The value should be between 1 and 5 points. Behaviors which are more difficult for the child to do or which have more importance to you should be assigned a higher positive point value.
2. Decide on specific inappropriate behaviors (stop behaviors) to put on the Home Behavior Chart.
Refer to the list of sample stop behaviors to get an idea of what behaviors to list in the Stop Behavior column on the Home Behavior Chart. This sample list contains common behaviors that have been identified by other parents as undesirable. Choose four to six behaviors (from the list or ones that you identified yourself) that you would like most to see your child do less often. Write these behaviors under the Stop Behavior column on the Home Behavior Chart. Be sure to include only those behavior which you are certain your child is capable of stopping if properly motivated. Avoid listing behavior which is vague, i.e. “moody," “lazy," "immature," etc. Only list behaviors which are observable and specific.
Sample Stop Behaviors
awake and out of bed
stays in bed at bedtime
fights with brother or sister
stereo too loud
whining
refuses to eat
comes home late from school
leaves house without asking
using profane language
smoking
talking back
arguing with parents
ignoring parental request
lying
not going to bed on time
not studying for a test
interrupting
tattletaling
use of phone more than _____ hour
making long distance calls
not ready for school by ____ o'clock
temper outburst
getting in trouble at school
refuses to take medicine
leaving bike, etc. outside
teasing
telling parents to "shut up"
jumping on furniture
running around house
leaves toys out
messy room
doesn't make bed
doesn't put dirty clothes in laundry bin
sneaking food
slamming doors
arguing about a penalty
giving dirty looks
cheatiing on test
borrows clothes without asking
comes home late from play
poor grade in school
not completing homework
3. Choosing the Rewards and Privileges
Selecting appropriate rewards and privileges which will motivate your child is important. Since children differ widely in the types of rewards which motivate them it is often helpful to ask your child what s/he would like to earn.

Sample rewards and privileges are listed below. This list contains common rewards and privileges which children find appealing to be exchanged for points. After reviewing this list with your child decide which rewards and privileges should be included on the Home Behavior Chart. The ultimate decision as to whether to list a specific reward or privilege on the chart is left to the parents who must consider the practicality of the rewards and privileges from the standpoint of time, expense, and overall well-being of the child.
Sample Rewards and Privileges
sleep until ____ o'clock on weekends
stays up until _____ o'clock
extra half-hour t.v. time
extra half-hour video games
use of telephone for half-hour
allowed to visit a friend
trip to see a movie
extend curfiew on Sat. night
chooses restaurant for dinner
earns extra $_________
permission to sleep at friends
chooses activity with dad
permission for friend to sleep over
able to use the car
free chore day
trip to toy store
trip to clothing store
extra dessert for dinner
ride to school/from school
go fishing
Next, assign a point value to each of the items in the Rewards and Privileges column. Determining the value of each item can be tricky. Costs should be low enough to give the child an opportunity to earn one or more rewards and priveleges each day.
4. Explain the program to your child.
Introduce the Home Behavior Program to the child in a positive manner. Explain that you have learned a method by which s/he might be able to earn rewards and privileges by behaving appropriately. For young children, you can introduce it as a new family game, showing the Home Behavior Chart as a gameboard. Review the Reward and Privilege Menu with the child and try to determine which items on the menu are appealing. Add any other rewards and privileges which you or your child can think of and then decide which ones should be written on the chart.
Show the child the behaviors which you have marked on the Start Behavior List. Explain each one to the child and briefly let the child know why you have considered putting this behavior on the list. Explain the behavior’s reward value in points, and discuss as necessary. Go through each of the behaviors on the list in the same way.
Show the child the behaviors which you have marked down in the Stop Behavior List. Explain each one to the child and briefly let the child know why you have considered putting this behavior on the list. Explain the behavior’s penalty value in points, and discuss as necessary.

Once again, review the rewards and privileges that can be earned by accumulating points. With the child’s input, modify this list if need be to reflect your child’s ideas as to what will motivate him/her to behave more positively. Explain the cost of each privilege and when privileges could be exchanged for points.

Go over any of the sample charts included in the kit and explain how points are tabulated each day based upon payoffs, penalties, and rewards and privileges used.

Set up a convenient time each day to review the child’s performance for the day and tabulate the points in the child’s bank account.

Older children and teens will understand the concept quickly. Some may object at first to the idea of having to earn points for privileges (some of which they may already receive automatically), but they usually agree to try out the program. When introducing the program to older children and teens be positive. Encourage the child to cooperate. Avoid threatening the child or arguing about the merits of the program. Simply explain the features of the program in a firm way.
Adapted from Behavior Management at Home by Harvey C. Parker, Ph.D. Specialty Press, Inc. Florida. All rights reserved. This form may be copied for use in your practice.