The Effectiveness of The Taken Economy In Imploving Learning Concentration In Children With Autism Spectrum Disorder In Inclusive Schools: A Single-Subject Experiment

Abstract

This study was motivated by the low level of concentration among children with Autism Spectrum Disorder (ASD) in inclusive schools, as evidenced by their tendency to be easily distracted, difficulty maintaining focus, leaving their seats during lessons, and a low ability to consistently complete tasks. These conditions result in the subjects requiring intensive support throughout the learning process. This study aims to test the effectiveness of the token economy technique in improving the concentration of children with ASD in inclusive schools. The study uses an experimental approach with a Single Subject Experiment (SSE) using an A–B–A design, consisting of a first baseline phase (A1), an intervention phase (B), and a withdrawal or second baseline phase (A2). The research subject was a boy diagnosed with ASD and moderate intellectual disability. Data were collected through direct observation using a behavioral checklist that assessed focus maintenance, task completion, perseverance, and consistency during learning sessions. The intervention involved providing star-shaped tokens that could be exchanged for rewards based on the subject’s preferences. The results showed an increase in learning concentration during the intervention phase compared to the baseline phase. The subject demonstrated improved ability to maintain focus, follow instructions, and complete tasks, as well as a reduction in distracting behaviors during learning. These findings indicate that the token economy technique is effective as a behavioral intervention to improve learning concentration in children with ASD in inclusive schools.