Appropriate skill development is one of the basic functions of preschool programs. In many instances, behavior problems in classrooms can be managed by appropriately organizing caregiving environments. For example, researchers have demonstrated that organized environments may promote increases in appropriate social interaction and decreases in disruptive behavior. The purpose of this article is to suggest ways that preschool environments can be organized to avoid behavior problems, and the implications of these arrangements for moving children from preschool to elementary school settings are discussed. In addition, the relationship between environmental arrangement and direct contingency management interventions is discussed.
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