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Abstract
Abstract
The habituation social token is the result of engineering token economy technology which is designed to intervene to change the behavior of children, including street children. One of the problems with street children is having problems with verbal communication skills during the learning process as a long-term effect due to too much activity on the streets and problems with family dysfunction. This study aims to test the effectiveness of habituation social tokens on children's verbal communication skills during the learning process. The research method used a single-subject design with multiple baselines across subjects. The subjects in the study were three students assisted by the Bagea Foundation who were less skilled in verbal communication during the learning process. The results showed that the application of habituation social tokens was proven to improve the verbal communication skills of the three subjects. The frequency of target behavior increases, the subject becomes brave to ask questions, answer and play roles. Subjects were able to display habituation of new behaviors such as saying thank you, raising hands or asking permission before asking, making eye contact, clear pronunciation, clear sounding intonation and able to say greetings before leading the group. Habituation social tokens can be a renewable intervention option for changing children's behavior.
The habituation social token is the result of engineering token economy technology which is designed to intervene to change the behavior of children, including street children. One of the problems with street children is having problems with verbal communication skills during the learning process as a long-term effect due to too much activity on the streets and problems with family dysfunction. This study aims to test the effectiveness of habituation social tokens on children's verbal communication skills during the learning process. The research method used a single-subject design with multiple baselines across subjects. The subjects in the study were three students assisted by the Bagea Foundation who were less skilled in verbal communication during the learning process. The results showed that the application of habituation social tokens was proven to improve the verbal communication skills of the three subjects. The frequency of target behavior increases, the subject becomes brave to ask questions, answer and play roles. Subjects were able to display habituation of new behaviors such as saying thank you, raising hands or asking permission before asking, making eye contact, clear pronunciation, clear sounding intonation and able to say greetings before leading the group. Habituation social tokens can be a renewable intervention option for changing children's behavior.
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