Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 6 |
Descriptor
Source
| Intervention in School and… | 1 |
| Journal of Applied Behavior… | 1 |
| Journal of Physical… | 1 |
| Journal of the International… | 1 |
| ProQuest LLC | 1 |
| Young Exceptional Children | 1 |
Author
Publication Type
| Journal Articles | 5 |
| Reports - Descriptive | 4 |
| Dissertations/Theses -… | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 1 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkIserbyt, Peter; Cheng, Shu; Vanluyten, Kian – Journal of Physical Education, Recreation & Dance, 2022
The purpose of this article is to lay out how physical education teachers can implement a token economy in their lessons. Following an introductory vignette, five steps to guide teachers on how to implement a token economy are described, namely (1) selection and definition of target behaviors, (2) selection of tokens, (3) selection of backup…
Descriptors: Token Economy, Positive Reinforcement, Physical Education Teachers, Student Behavior
Jared L. Stanley – ProQuest LLC, 2022
Numerous challenges, complexities, and considerations are associated with delivering Special Education supports and services. To meet the needs of students with disabilities (SWDs) in a school setting, a multidisciplinary team needs to work together closely. To create a functional foundation for collaboration, membership should include a special…
Descriptors: Special Education, Students with Disabilities, Interdisciplinary Approach, Special Education Teachers
Silva, Erika; Wiskow, Katie M. – Journal of Applied Behavior Analysis, 2020
The Good Behavior Game (GBG) is an effective intervention to reduce disruptive behavior. The GBG typically involves immediate stimulus presentation (e.g., delivery of a token) following disruptions; however, experimenters have also removed tokens contingent upon disruptions. In the present study, we compared the effects of the GBG-stimulus…
Descriptors: Intervention, Behavior Problems, Behavior Modification, Stimuli
Helton, Maria R.; Alber-Morgan, Sheila R. – Young Exceptional Children, 2020
Early elementary inclusive classrooms present teachers with demanding responsibilities. The wide range of student backgrounds, ability levels, and previous school experiences require a well-managed classroom that maximizes instructional time. Teachers reported spending more time addressing disruptive behaviors than they thought they should. One…
Descriptors: Student Behavior, Inclusion, Elementary School Students, Elementary School Teachers
Diamond, Gwendolyn P.; Da Fonte, M. Alexandra; Boesch, Miriam C. – Journal of the International Association of Special Education, 2016
The use of these systems can enhance students' participation in instructional activities. However, to use token systems effectively, the system must be individualized and tailored to meet the needs of the child. In order to individualize the token system for each student, teachers should (1) identify an array of back-up reinforcers for the…
Descriptors: Token Economy, Incentives, Rewards, Student Needs
Robacker, Cassie M.; Rivera, Christopher J.; Warren, Sandra H. – Intervention in School and Clinic, 2016
Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…
Descriptors: Behavior Problems, Positive Reinforcement, Positive Behavior Supports, Token Economy
