Effects of a classwide teacher-implemented program to promote preschooler compliance.

Beaulieu et al. (2014) trained preschool teachers to run a classwide program.

The package had two parts: a fast BST workshop and a daily lottery.

After the workshop teachers modeled, practiced, and got feedback on giving clear multi-step directions.

Each day every child could earn one lottery ticket for following those directions.

At dismissal the teacher drew one ticket and the winner picked a small toy.

Compliance jumped for the whole class after the program started.

Kids also got better at the skills taught in BST, like raising hands and lining up.

The gains held while the lottery stayed in place.

Rasing et al. (1992) did something similar twenty years earlier. They trained supervisors, who then coached teachers, and peer play doubled. Lauren skips the middle layer and trains teachers directly—faster for today’s classrooms.

Kirkpatrick et al. (2021) moved BST to a university hall. Preservice teachers learned to run a token economy with 90% fidelity after one session. Lauren shows the same quick training works inside real preschool rooms.

Bickel et al. (1984) let kindergarteners hand out the tokens themselves. That peer-power cut disruption just like the teacher-run lottery here. The two studies agree: group contingencies work; who runs them can flex.

You can copy this package on Monday. Give a 20-minute BST session before kids arrive: show a two-step direction, have staff practice, give praise and correction.

Hand out one ticket per child who finishes the direction the first time. Pull one winner at the end of the day.

No extra staff, no fancy tech, and the prep is under an hour. If you need whole-class compliance fast, this is your low-cost play.