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Intervention of Visual Supports Combined with Token Economy on Classroom Disturbance Behavior of Students with Autism Spectrum Disorde

Author(s)

Zuqin Lu1,2,*, Wenwen Tan3

Affiliation(s)

1Guangdong Provincial Key Laboratory of Development and Education for Special Needs Children, Lingnan Normal University, Zhanjiang, Guangdong ,China 2Department of Special Education, School of Educational Sciences, Lingnan Normal University, Zhanjiang, Guangdong ,China 3Maoming Special Education School, Maoming, Guangdong ,China *Corresponding Author.

Abstract

Students with autism spectrum disorder often struggle to understand or disregard social rules due to their developmental disabilities. Consequently, they are more likely to exhibit disruptive behaviors in the classroom, which can negatively impact the learning environment for all students. This single-subject experimental study investigated the effectiveness of a combined intervention using visual supports and a token economy system in reducing classroom disruptive behaviors of a 14-year-old student with autism spectrum disorder. The independent variable was the implementation of visual supports and a token economy, while the dependent variable was the frequency of disruptive behaviors exhibited by the student during class time. The results indicated that the combined intervention of visual supports and a token economy was effective in reducing the frequency of disruptive behaviors in the student with autism spectrum disorder.

Keywords

Autism Spectrum Disorder (ASD); Visual Supports; Token Economy; Classroom Disruptive Behaviors

References

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