与任何教育工具一样，在综合课堂管理计划的背景下使用时，令牌板最有效。令牌板与应用行为分析相关联，因为它们提供了一种简单直观的结构化和提供强化的方法。它们可用于缩小或扩大您的加固计划。它们可以用来教孩子如何推迟满足。它们可以狭义地用于解决特定的行为问题。同时，除非您和您的员工或您和您的合作老师清楚如何获得令牌，否则您最终可能会出现很多功能障碍。目的是明确您正在加强哪些行为，甚至是学术行为。如果你全神贯注并且不能持续授予代币，那么你也会破坏整个强化计划。出于这些原因，解决您在教室中制作和使用令牌板的方法非常重要。基本上，令牌板具有由Velcro固定的单独图片或代币。令牌存储在板的背面，直到它们移动到板的前面。通常，令牌的数量取决于您认为可以推迟加固的时间。许多令牌板（如上所述）可以包括学生“选择”由图片表示的强化的位置。创建一种清晰的意外感是令牌板的首要目的。您的学生需要知道他/她会收到表示特定行为的令牌和强化。教学意外事件是首先建立一对一通信的过程。在应用行为分析中，意外事件对于将强化与行为相匹配至关重要。令牌板成为强化的可视化时间表。无论您是将孩子放在8个令牌时间表还是4个令牌时间表上，您都希望孩子能够理解他们在填充他们的电路板时会获得加固。有一些方法可以构建八个令牌板，包括从较小的数字开始，或者从部分填充的板开始。尽管如此，增加行为的可能性，无论是沟通还是学术，都要确保孩子知道行为正在得到加强。使用令牌板解决特定行为要启动行为更改计划，您需要确定要更改的行为和应该采取的行为（替换行为）。一旦确定了替换行为，您就需要创建一个加强行为的情况它快速使用你的电路板。示例肖恩在圈时间坐得很差。如果他没有使用首选玩具托马斯坦克引擎，他经常起床并将自己扔在地板上。教室有一组用于圆圈时间的立方体椅子。老师已经确定更换行为是：约翰将在团体中保持坐在他的立方体中，双脚在地板上，适当地参加小组活动（唱歌，转弯，静静地听。）刺激响应将是“坐着， 请。” “命名”这句话将是“好坐，肖恩”。
As with any educational tool, token boards are most effective when used in the context of a comprehensive classroom management plan. Token boards are associated with application behavior analysis because they provide a simple and intuitive way to structure and provide reinforcement. They can be used to narrow or expand your reinforcement plan. They can be used to teach children how to postpone satisfaction. They can be used narrowly to solve specific behavioral problems. At the same time, unless you and your staff or you and your partner teacher know how to get the token, you may end up with many dysfunctions. The goal is to clarify what behaviors you are strengthening, even academic behavior. If you are engrossed and cannot continue to grant tokens, then you will also destroy the entire reinforcement plan. For these reasons, it’s important to solve the problem of making and using token boards in your classroom. Basically, the token board has a separate picture or token fixed by Velcro. The tokens are stored on the back of the board until they move to the front of the board. In general, the number of tokens depends on how long you think you can delay the hardening. Many token boards (as described above) may include the student “choosing” the enhanced location represented by the picture. Creating a clear sense of surprise is the primary purpose of the token board. Your student needs to know that he or she will receive tokens and enhancements that indicate a particular behavior. Teaching accidents are the first process of establishing one-to-one communication. In application behavior analysis, unexpected events are critical to matching reinforcement to behavior. The token board becomes an enhanced visualization schedule. Whether you’re putting your child on 8 token schedules or 4 token schedules, you want your kids to understand that they get reinforcements when they fill their boards. There are ways to build eight token boards, starting with a smaller number or starting with a partially filled board. Nonetheless, the possibility of increasing behavior, whether communication or academic, ensures that the child knows that the behavior is being strengthened. Use token boards to resolve specific behaviors To initiate a behavior change plan, you need to determine the behavior to be changed and the behavior that should be taken (replacement behavior). Once you’ve determined the replacement behavior, you’ll need to create a situation that enhances behavior and it uses your board quickly. The example Sean sat poorly in the lap time. If he does not use the preferred toy Thomas tank engine, he often gets up and throws himself on the floor. The classroom has a set of cube chairs for the circle time. The teacher has determined that the change is: John will remain in his cube in the group, with his feet on the floor, properly participate in group activities (sing, turn, listen quietly.) The stimulus response will be “sitting, Please.” The word “name” will be “sitting, Sean”.