Support for On-Task Behavior Through a Token Economy System: Autistic Youth Who Shows Challenging Behavior

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  • 行動問題を示す自閉症児へのトークン・エコノミー法を用いた課題従事に対する支援
  • コウドウ モンダイ オ シメス ジヘイショウジ エ ノ トークン ・ エコノミーホウ オ モチイタ カダイ ジュウジ ニ タイスル シエン

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In the present study, the on-task behavior of an autistic youth who showed challenging behavior was supported with a token economy system. The goals were to examine the effectiveness of this system for promoting on-task behavior, and to reduce the youth's challenging behavior. The participant was a boy, 12 years 2 months old at the start of the study, who had been diagnosed as autistic and who was enrolled in the seventh grade of a special school. Before the support system started, the teacher used the following method: When the teacher refused the boy's demands during a lesson and he engaged in challenging behavior, the teacher took him out of the classroom without completing the task. For the present study, the following new contingency was established: When the boy engaged in a task, the teacher gave him a token, and after that, his demand was met. When this method was used, his on-task behavior rose to over 80%. However, although the boy's challenging behavior decreased by half, it continued to occur. These results suggest that the token economy system as used in this study promoted on-task behavior and was effective in reducing some of the boy's challenging behavior. However, it is necessary to continue to analyze the situation because some challenging behavior continued to occur.

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