DescriptionIn ABA, tokens are a conditioned stimulus that can be used to reinforce behavior when delivered following the response (Hackenberg, 2009). Traditional tokens can take many different forms, including pennies, stickers, or check marks. However, for some learners, these tokens may have no reinforcing effect, and the resulting token economy may have a weak reinforcing effect. Very little research has been done examining the different types of tokens that are used in a token economy. The present study sought to determine if items from a learner’s preferred activities could be used as tokens and if they are more reinforcing than the traditional token. Study 1 replicated Fiske et al.’s (2020) use of a multiple-schedule reinforcer assessment to assess the value of traditional and activity-based tokens. Study 2 replicated Charlop-Christy and Haymes (1998) method to evaluate whether the use of activity tokens led to more accurate responding in an academic task than the traditional tokens. One student participated in both studies. The results of Study 1 indicate that the student engaged in more responses when an activity token with backup reinforcement was delivered as a consequence, compared to when the traditional token with backup reinforcement was used. However, no difference in responding was observed when the tokens were presented as a consequence without backup reinforcement. In Study 2, the learner engaged in more accurate responding on an academic task when activity tokens were delivered than when traditional tokens were delivered. Overall, the results of this study demonstrate that the type of token being used for a learner can affect performance and activity-based token economies can be an effective system of reinforcement.