Affiliation:
1. Department of Educational Psychology, University of Connecticut, Storrs.
Abstract
A review of token reinforcement programs in the special education classroom indicates that positive results were almost invariably obtained, even with different types of target behaviors and various kinds of populations. It is suggested that future studies concentrate on devising means of withdrawing tokens without interruption of progress and that greater use be made of reinforcers already existing in the classroom.
Subject
Developmental and Educational Psychology,Education
Cited by
20 articles.
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