<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000202052</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.13646111</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Economía de fichas para el mejoramiento de la conducta en educación inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Token economy for behaviour improvement in early childhood education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón Vanegas]]></surname>
<given-names><![CDATA[Elizabeth Marlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo Pizarro]]></surname>
<given-names><![CDATA[Vanessa Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo Chocho]]></surname>
<given-names><![CDATA[Sandra Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zuña Morocho]]></surname>
<given-names><![CDATA[Mayra Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Estatal de Milagro  ]]></institution>
<addr-line><![CDATA[Milagro ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000202052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000202052&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000202052&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El comportamiento presumiblemente inapropiado de los estudiantes rurales en el Subnivel Inicial podría afectar su desarrollo social y académico. No obstante, se observa que las escuelas, en muchos casos, no implementan programas específicos para abordar esta problemática. Este estudio cuantitativo analiza las causas de dicho comportamiento y evalúa la eficacia de un programa de Economía de Fichas aplicado durante tres días a estudiantes en la escuela rural Antonio Neumane de Quingeo en la ciudad de Cuenca, Ecuador. Se utilizaron instrumentos como entrevistas semiestructuradas, fichas de observación, escalas de Likert, un Programa de Entrenamiento Emocional y la tabla de Economía de Fichas para la recolección de datos. Los resultados iniciales revelaron que los estudiantes del grupo experimental provienen de hogares disfuncionales, carecen de atención y control adecuados en sus actividades diarias y no tienen normas claras de conducta, trasladando estos comportamientos a las aulas con agresiones verbales y físicas, interrupciones, y falta de cumplimiento de reglas, generando malestar incluso entre los padres. La aplicación del programa de Economía de Fichas mostró cambios positivos significativos en la conducta de los estudiantes, a pesar del breve periodo de implementación, con una aceptación rápida de las recompensas intangibles en la escuela. Sin embargo, se evidencia un desinterés de los representantes, quienes no apoyaron las actividades de recompensa enviadas a casa, lo que desmotivó a los estudiantes para mejorar su conducta y desarrollo académico en la escuela. Se sugiere en futuros estudios sensibilizar a las familias sobre los efectos negativos del mal comportamiento en sus hijos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The presumably inappropriate behavior of rural students in the Initial Sublevel could affect their social and academic development. However, it is observed that schools, in many cases, do not implement specific programs to address this problem. This quantitative study analyzes the causes of this behavior and evaluates the effectiveness of a Token Economy program applied for three days to students at the Antonio Neumane de Quingeo rural school in the city of Cuenca, Ecuador. Instruments such as semi-structured interviews, observation cards, Likert scales, an Emotional Training Program and the Token Economy table were used for data collection. The initial results revealed that the students in the experimental group come from dysfunctional homes, lack adequate attention and control in their daily activities and do not have clear rules of conduct, transferring these behaviors to the classroom with verbal and physical aggressions, interruptions, and lack of compliance with rules, generating discomfort even among parents. The application of the Token Economy program showed significant positive changes in student behavior, despite the short implementation period, with a rapid acceptance of intangible rewards in school. However, there is evidence of a lack of interest on the part of the representatives, who did not support the reward activities sent home, which demotivated the students to improve their behavior and academic development at school. Future studies suggest sensitizing families to the negative effects of bad behavior on their children.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[economía de fichas]]></kwd>
<kwd lng="es"><![CDATA[análisis funcional]]></kwd>
<kwd lng="es"><![CDATA[escuela rural]]></kwd>
<kwd lng="en"><![CDATA[token economy]]></kwd>
<kwd lng="en"><![CDATA[functional analysis]]></kwd>
<kwd lng="en"><![CDATA[rural school]]></kwd>
</kwd-group>
</article-meta>
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