Email this article Modification of Impulsive Behavior in Children with ADHD Through a Visual Board-Based Token Economy in Elementary School
Impulsive behavior is one of the characteristics often shown by children with Attention Deficit Hyperactivity Disorder (ADHD) and can hinder the learning process and social interaction. This study aims to analyze changes in impulsive behavior and examine the effectiveness of a visual board-based token economy among elementary school children with ADHD. The research uses the Single-Subject Research (SSR) method with an A–B–A design consisting of a baseline phase (A1), an intervention (B), and a second baseline (A2). The study subject was an ADHD child who exhibited impulsive behavior during learning activities. Data were collected by observing four indicators of impulsive behavior: interrupting conversations, answering before the question is finished, difficulty waiting for their turn, and acting without instructions. Data analysis used visual analysis within and between conditions, including directional tendencies, data stability, level changes, and overlap percentages. Results showed a consistent decrease in impulsive behavior from baseline phase A1 to intervention phase B, with no change in baseline phase A2. The mean level of impulsive behavior decreased from 17.80 in baseline phase A1 to 10.12 in the intervention phase, then to 4.20 in baseline phase A2. These findings suggest that a visual board-based token economy can be an effective intervention strategy to help reduce impulsive behavior in ADHD children in elementary school.
Keywords: ADHD, impulsive behavior, token economy, visual board, single-subject research.
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