Economic token behavior modification techniques are often used to change unwanted children's behavior. The purpose of this study was to look at the use of economic token techniques to reduce the disruptive behavior of a ten-year-old special education student. In the context of this study the behavior that you want to change is talking / gesturing with a friend without the permission of the teacher, frequently vomiting without mouthing, frequent sneezing, not paying attention to joking, biting nails, constantly moving in the seat, blindfolding and playing with tools write. This study uses a single case study method with design A-B-A Where A represents the baseline phase, B represents the intervention phase and A is the second phase of the intervention phase with the withdrawal of the intervention without the use of economic tokens. Data is collected through observations in the classroom. This study was conducted for 4 weeks involving 3 phases namely 1 week for the baseline phase, 2 weeks for the intervention phase and 1 week for the second baseline phase after withdrawal of the intervention. The data obtained are expressed in the form of frequency tables and linear graphs to see the effectiveness of the intervention. The findings indicate that there is a reduction in the frequency of disruptive behaviors after intervention and that this reduction persists even after withdrawal of the intervention. This shows that the economic token technique used to modify disruptive behavior has successfully reduced such disruptive behavior.
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In-Text Citation: (Yasin et al., 2019)
To Cite this Article: Yasin, M. H. M., Khairuddin, K. F., Marripan, F. M. H., & Azirun, R. (2019). Implementation of Token Economic Techniques in Modifying the Disruptive Behavior of Hearing Impairment Students. International Journal of Academic Research in Progressive Education and Development, 8(4), 858–863.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
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