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ERIC Number: EJ848682
Record Type: Journal
Publication Date: 2004
Pages: 11
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-1554-4893
The Use of Token Economies in Preschool Classrooms: Practical and Philosophical Concerns
Filcheck, Holly A.; McNeil, Cheryl B.
Journal of Early and Intensive Behavior Intervention, v1 n1 p94-104 2004
Behavior problems are increasing in frequency among preschool children. Thus, preschool teachers must be prepared to manage the increasing disruptive behaviors exhibited in their classrooms. Because positive behavioral management strategies are accepted by teachers and have been proven effective, token economies may be promising interventions to manage disruptive behavior in the classroom. However, little research has been conducted in this area. In addition, there are developmental, practical, and philosophical issues that should be considered before token economies are recommended for preschool classrooms. This paper reviews the relevant research in this area and addresses each of these concerns.
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A