Akin-LittleK. A.LittleS. G. (2004). Re-examining the over justification effect. Journal of Behavioral Education, 13(3), 179-192. https://doi.org/1053-0819/04/0900-0179/0
2.
AlbertoP. A.TroutmanA. C. (2017). Applied behavior analysis for teachers (9th ed.). Pearson.
3.
ChazinK. T.LedfordJ. R. (2016). Preference assessments. In Evidence-based instructional practices for young children with autism and other disabilities. http://ebip.vkcsites.org/preference-assessments
DunstC. J.TrivetteC. M.RaabM. (2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35(2), 85-101. https://doi.org/10.1177/1053815113502235
6.
HackenbergT. D. (2009). Token reinforcement: A review and analysis. Journal of the Experimental Analysis of Behavior, 91, 257-286. https://doi.org/10.1901/jeab.2009.91-257
7.
HimleM. B.WoodsD. W.BunaciuL. (2008). Evaluating the role of contingency in differentially reinforced tic suppression. Journal of Applied Behavior Analysis, 41, 285-289. https://doi.org/10.1901/jaba.2008.41-285
8.
Individuals With Disabilities Education Improvement Act, 20 U.S.C. §§ 1401 et seq. (2004).
9.
IvyJ. W.MeindlJ. M.OverleyE.RobsonK. M. (2017). Token economy: A systematic review of procedural descriptions. Behavior Modification, 41(5), 708-737. https://doi.org/10.1177/0145445517699559
10.
KingS. A.KostewiczD. E. (2014). Choice-based stimulus preference assessment for children with or at-risk for emotional disturbance in educational settings. Education and Treatment of Children, 37(3), 531-558. https://doi.org/10.1353/etc.2014.0026
11.
MallottR. W.Trojan SuarezE. A. (2004). Elementary principles of behavior (5th ed.). Prentice Hall.
12.
MoherC. A.GouldD. D.HeggE.MahoneyA. M. (2008). Non-generalized and generalized conditioned reinforcers: Establishment and validation. Behavioral Interventions, 23, 13-38. https://doi.org/10.1002/bin.253
13.
RomaniP. W.AlcornA. S.MillerJ. R.ClarkG. (2017). Preference assessment for dimensions of reinforcement to inform token economies targeting problem behavior. Journal of Behavioral Education, 26(3), 221-237. https://doi.org/10.1007/s10864-017-9270-y
14.
SimonsenB.FairbanksA.BrieschA.MyersD.SugaiG. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
15.
SoaresD. A.HarrisonJ. R.VannestK. J.McClellandS. S. (2016). Effect size for token economy use in contemporary classroom settings: A meta-analysis of single-case research. School Psychology Review, 45(4), 379-399. https://doi.org/10.17105/SPR45-4.379-399
StevensC.SidenerT. M.ReeveS. A.SidenerD. W. (2011). Effects of behavior-specific and general praise on acquisition of tacts in children with pervasive developmental disorders. Research in Autism Spectrum Disorders, 5, 666-669. https://doi.org/10.1016/j.rasd.2010.08.003
18.
TarboxR. S. F.GhezziP. M.WilsonG. (2006). The effects of token reinforcement on attending in a young child with autism. Behavioral Interventions, 21, 155-164. https://doi.org/10.1002/bin.213