THE EFFECTIVENESS OF TOKEN ECONOMY IN IMPROVING CONCENTRATION AND REDUCING DISRUPTIVE BEHAVIOUR AMONG AUTISTIC STUDENTS

https://doi.org/10.59055/se.v2i1.11

Authors

  • Doreen Tan Yeen Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor Darul Ehsan, Malaysia.
  • Mohd Norazmi Nordin Faculty of Education, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor Darul Ehsan, Malaysia.

Keywords:

token economy, concentration, behavior, autism

Abstract

Inattention refers to behaviors that disrupt the learning process due to a lack of focus on learning activities. This study was conducted to identify the efficacy of applying token economy to improve attention spans and manage disruptive behaviours in autistic students. This is a experimental research and uses A-B-A-B, where A denotes the baseline phase and B signifies the intervention phase, the study included an eight-year-old autistic girl and two nine-year-old autistic boys as participants. Data were collected for observation at the school for four weeks, which involved first baseline phase, first intervention phase, second baseline phase and second intervention phase. Data collection involved a four-week observation at the school, encompassing periods before, during, and after the intervention, and was presented in the form of a linear graph depicting the effectiveness of the token economy. The results of this study indicate that the use of token economy enhanced autistic students' motivation in paying attention and reduced behavior problems. Overall, this study shows token economy is a form of intervention which is effective in improving attention spans of autistic students. Disruptive behaviours may be reduced at the same time overcome by maintaining a consistent token economy with continuous reinforcement over an extended period, along with the full cooperation of parents and other teachers.

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Published

2024-03-08

How to Cite

Doreen Tan Yeen, & Mohd Norazmi Nordin. (2024). THE EFFECTIVENESS OF TOKEN ECONOMY IN IMPROVING CONCENTRATION AND REDUCING DISRUPTIVE BEHAVIOUR AMONG AUTISTIC STUDENTS. Special Education [SE], 2(1), e0011. https://doi.org/10.59055/se.v2i1.11

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