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Abstract
This study compared the use of token boards which incorporated personalized, preferred interests with generic token boards on the on-task behavior, problem behavior, and skill acquisition of a 10-year old boy with autism spectrum disorder and severe intellectual disability. An alternating treatment design embedded within a withdrawal design did not reveal any significant difference between the use of personalized token boards and the use of generic token boards. The results suggest that perseverative-based or personalized token boards may not be effective at improving on task behavior or skill acquisition, or in decreasing occurrences of problem behavior, in some children.