Closed Circuit TV as an Incentive for Learning-Handicapped Children

Abstract

In a token economy classroom, closed circuit TV was found to be an effective incentive to increase reading behavior of 17 second and third grade children. By satisfying daily minimal page quotas, the children qualified to act during the last half hour of the day in TV skits. The videotapes were then shown to the children on the following morning to stimulate their interest in again qualifying for the privilege.