Token Economy to Reduce Aggressive Behavior in Students with Emotional Problems
Keywords:
Aggressive behaviour, emotional problem, token economy, single-subject design, positive empowermentAbstract
The purpose of this study was to reduce aggressive behavior in elementary school students with emotional problems through the token economy method. The intervention was conducted on first-grade students aged 7 years and 6 months who exhibited aggressive behavior, such as hitting peers and shouting, as well as difficulty managing angry emotions. The study used a case study approach with a single-subject A-B (baseline–intervention) experimental design. The subject was a first-grade elementary school student aged 7 years and 6 months who exhibited aggressive behavior such as hitting, shouting, and pushing tables. The token economy intervention was conducted over 10 sessions, with tokens given as positive reinforcers for adaptive behavior. Data collection was conducted through direct observation, interviews, and psychological assessments. Descriptive quantitative analysis was used to calculate and compare the frequency of aggressive behavior between the baseline phase and the intervention phase. Data were presented in frequency tables and trend graphs. Additionally, a difference test was conducted using Percentage Change Statistics (PCS) analysis on hitting, shouting, and pushing the table behaviors. The results showed a significant decrease in aggressive behavior. Hitting and pushing the table behaviors decreased by 100%, while shouting behavior decreased gradually to 50%. The average SPP showed a total decrease of 83.3%, indicating the effectiveness of the intervention. The token economy intervention was proven effective in reducing aggressive behavior in students with emotional problems. This strategy can be applied by teachers and school psychologists as a practical approach to managing children's behavior.Downloads
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References
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Casey, L. M., et al. (2022). Reinforcement-based strategies in behavior management: Applications in school settings. Journal of Behavioral Interventions, 38(2), 244–257. https://doi.org/10.1002/bin.1812
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Djaali. (2013). Psikologi Pendidikan. Jakarta: CV Pedoman Ilmu Jaya.
Gross, J. J. (2015). Emotion regulation: Conceptual and empirical foundations. Guilford Press. https://jptam.org/index.php/jptam/article/view/1182/1057 Humanika.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 Jurnal Pendidikan Tambusai Halaman 1816-1822 Volume 5 Nomor 1.
Kahng, S., et al. (2020). Single-case research methods in clinical child psychology. Clinical Child Psychology and Psychiatry, 25(3), 745–762. https://doi.org/10.1177/1359104520913416
Kazdin, A. E. (2013). Behavior modification in applied settings (7th ed.). Waveland Press.
Kementerian Pendidikan dan Kebudayaan. (2021). Laporan Tahunan Direktorat Sekolah Dasar 2021. Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah.
Kim, Y., Kim, K., & Lee, J. (2021). Effects of token economy intervention on aggressive behavior and emotion recognition in children with emotional difficulties. Behavioral Interventions, 36(4), 797–812. https://doi.org/10.1002/bin.1784
Marsari,H., Neviyarni, & Irdamurni. (2021). Perkembangan Emosi Anak Usia Sekolah Dasar.
Murray, D. W., Rosanbalm, K., & Christopoulos, C. (2021). Self-Regulation and Toxic Stress Report 3: A Comprehensive Review of Self-Regulation Interventions. Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services.
Raval, V. V., Luebbe, A. M., & Hartley, S. L. (2021). Behavioral interventions and emotion regulation in children. Journal of Child Psychology and Psychiatry, 62(2), 134–150.
Sarwono, Sarlito W., Meinarno, Eko A. 2009. Psikologi Sosial. Jakarta: Salemba
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Savitri, A. A. P., Surilena, S., & Gustiawan, E. (2022). Hubungan pola asuh dengan masalah perilaku dan emosi pada siswa sekolah dasar di Kecamatan Penjaringan, Jakarta Utara. Jurnal Psikologi dan Kesehatan Mental, 7(1), xx–xx. (Jika belum ada volume/halaman, sesuaikan saat tersedia)
Schäfer, J. Ö., Naumann, E., Holmes, E. A., Tuschen-Caffier, B., & Samson, A. C. (2020). Emotion regulation strategies in depressive and anxiety disorders: A meta-analysis. Clinical Psychology Review, 77, 101851. https://doi.org/10.1016/j.cpr.2020.101851
UNICEF. (2022). The State of the World’s Children 2022: Children, food and nutrition – Growing well in a changing world. New York: United Nations Children’s Fund.
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Published
2025-07-31
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Articles
How to Cite
Token Economy to Reduce Aggressive Behavior in Students with Emotional Problems. (2025). Proceeding of International Conference on Economics, Technology, Management, Accounting, Education, and Social Science (ICETEA), 1, 810-820. https://conference.unita.ac.id/index.php/icetea/article/view/421
