scholarly journals PENERAPAN TEKNIK SHAPING UNTUK MENINGKATKAN DURASI PERILAKU ON-TASK ANAK DENGAN MASALAH ATENSI

2020 ◽  
Vol 4 (1) ◽  
pp. 15-31
Author(s):  
Rahmatika Septina Chairunnisa ◽  
Cut Nurul Kemala
Keyword(s):  
Positive Reinforcement ◽  
Intervention Program ◽  
Single Subject ◽  
Single Subject Design ◽  
Academic Tasks ◽  
Attention Problem ◽  
Shaping Technique ◽  
Task Behavior ◽  
Subject Design ◽  
On Task Behavior

The aim of this study was to examine the effectiveness of the application of shaping technique with positive reinforcement, prompting, and fading technique in increasing the duration of on task-behavior in children with attention problem. The participant was AR, a 6- year-1-month-old boy who showed some behavior criteria or description of attentional disorder in interactive disorder category (ICDL-DMIC, 2005). The design in this study was a single-subject design with A-B type. The observer used a continuous recording method to measure the duration of on-task and off-task behavior when the child was working on some grade-1-level academic tasks. The result showed longer on-task behavior duration at the end of the intervention program.

Eliminating Inappropriate Classroom Behavior Using a Dro Schedule: A Preliminary Study

1996 ◽  
Vol 78 (3) ◽  
pp. 753-754 ◽  
Author(s):  
Rangasamy Ramasamy ◽  
Ronald L. Taylor ◽  
Edward W. Ziegler
Keyword(s):  
Learning Disabilities ◽  
Classroom Behavior ◽  
Differential Reinforcement ◽  
Single Subject ◽  
Single Subject Design ◽  
Interval Schedule ◽  
Task Behavior ◽  
Subject Design ◽  
Preliminary Study ◽  
On Task Behavior

The purpose of this study was to eliminate out-of-seat behavior of a 14-yr.-old boy with learning disabilities using a single-subject design. Based on functional analysis, a Differential Reinforcement of Other Behavior interval schedule was used to eliminate an inappropriate behavior. During baseline, an average of 15 out-of-seat behavior problems were recorded. After 4 wk. of intervention, the inappropriate out-of-seat behavior was eliminated and on-task behavior improved.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

scholarly journals Penerapan Teknik Shaping untuk meningkatkan durasi on-task behavior pada anak dengan masalah atensi

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Savira Anjani ◽  
Mita Aswanti Tjakrawiralaksana
Keyword(s):  
Single Subject ◽  
Single Subject Research ◽  
Shaping Technique ◽  
Task Behavior ◽  
On Task Behavior ◽  
Expected Duration

Abstrak.  Kemampuan mempertahankan atensi terlihat pada on-task behavior, dimana anak mampu mengerjakan tugas tanpa melakukan kegiatan lain yang tidak berkaitan. On-task behavior menjadi target perilaku yang ingin diintervensi pada S, anak laki-laki berusia 4 tahun 5 bulan dengan diagnosa Attentional Disorder (ICDL-DMIC). Berdasarkan pemeriksaan, rentang atensinya berada dibawah taraf rata-rata anak seusianya dan terlihat dari kesulitannya dalam menyelesaikan kegiatan. Penelitian single-subject ini bertujuan untuk melihat efektivitas dari penerapan teknik shaping dalam meningkatkan durasi on-task behavior pada anak dengan masalah atensi, dengan hipotesa teknik shaping mampu meningkatkan durasi on-task behavior. Terdapat peningkatan durasi saat intervensi diberikan. Dalam intervensi ini, orangtua memiliki peran besar sebagai pemberi prompt dan reinforcement untuk mempermudah proses generalisasi.Kata Kunci: Shaping, On-Task Behavior, Attentional DisorderAbstract. The ability to maintain attention is seen from on-task behavior, when child can do a task without do other unrelated activities. On-task behavior is the targeted behavior to intervene from S, a 4 years 5 months old boy with a diagnosis Attentional Disorder (ICDL-DMIC). Based on asssessment, S has shorter duration of attention than the expected duration of his age and shown on his difficulties in finishing any activities. This single-subject research aims to examine the effectiveness of the application of shaping technique in increasing the duration of on-task behavior, and hypothesized that it’s application will increase on-task behavior’s duration. The result shows that there is an increase in on-task behavior’s duration. In this research, parents took a bigger role as prompt and reinforcer giver to ease the process of generalization. Keywords: Shaping, On-Task Behavior, Attentional Disorder

Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

2019 ◽  
Vol 22 (1) ◽  
pp. 38-50
Author(s):  
Kimberly D. Monson ◽  
Paul Caldarella ◽  
Darlene H. Anderson ◽  
Howard P. Wills
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Positive Reinforcement ◽  
Single Subject ◽  
Teacher Praise ◽  
Initial Investigation ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms ◽  
Middle School Art

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

KOLABORASI COGNITIVE BEHAVIOR THERAPY DAN TERAPI REALITAS UNTUK PERILAKU MENARIK DIRI

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Puspa Sari Muraidandini
Keyword(s):  
Behavior Therapy ◽  
Cognitive Behavior Therapy ◽  
Positive Reinforcement ◽  
Cognitive Behaviour Therapy ◽  
Single Subject ◽  
Cognitive Behavior ◽  
Single Subject Design ◽  
Behaviour Therapy ◽  
Subject Design ◽  
Cognitive Behaviour

Abstrak  PUSPA SARI M. Penerapan Cognitive Behaviour Therapy terhadap perilaku menarik diri klien “B” penyandang disabilitas tubuh Kelurahan Campaka Kecamatan Andir Kota Bandung. Penyandang disabilitas tubuh merupakan salah satu penyandang masalah kesejahteraan sosial  yang memiliki kecenderungan memiliki perilaku menarik diri. Dengan banyak nya pola pikir yang terdistorsi yang menyebabkan perilaku mereka pun menjadi mal adaptif. Menarik diri yang nampak pada pada penelitian ini adalah perilaku menarik diri dengan aspek-aspek di dalamnya seperti : mengasingkan diri, membesar-besarkan kekurangan dirinya, mudah tersinggung dan apatis terhadap aktivitas kegiatan di masyarakat atau di sekolah.  Cognitive Behaviour Therapy adalah terapi yang  efektif  dapat menolong klien untuk dapat merubah kognitif yang terdistorsi dan mengakibatkan perilaku yang mal adapif. Penyandingan  terapi realitas dan positive reinforcement dalam menerapkan cognitive behavior therapy pada klien dengan masalah menarik diri dirasakan sangat membantu klien untuk menemukan permasalahan dirinya, apa yang sudah dilakukannya, rencana klien kedepannya, evaluasi dan komitmen klien terhadap masa depannya. Positive reinforcement merupakan pembentukan tingkah laku dengan memberikan ganjaran atau perkuatan segera setelah tingkah laku yang diharapkan muncul. Penelitian ini menggunakan pendekatan kuatitatif dengan metode penelitian single subject design dengan model A-B-A. Teknik pengumpulan data dilakukan dengan cara angket atau kuisioner, observasi, wawancara dan studi dokumentasi. Adapun pengujian hipotesis dilakukan dengan cara perhitungan rumus dua standart deviasi (2SD). Hasil penelitian ini menunjukkan bahwa penerapan cognitive behavior therapy yang dikolaborasikan dengan terapi realitas dan positive reinforcement untuk menolong klien B dengan masalah menarik diri sangat efektif dilakukan dan dapat mengurangi perilaku menarik diri tersebut.  Kata Kunci : Menarik Diri, Penyandang Disabilitas Tubuh, Cognitive Behavior Therapy, Terapi Realitas.

Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 216-225 ◽  
Author(s):  
Paris A. Depaepe ◽  
Richard E. Shores ◽  
Susan L. Jack ◽  
R. Kenton Denny
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Task Difficulty ◽  
Difficulty Level ◽  
Single Subject ◽  
Time On Task ◽  
Academic Tasks ◽  
Task Behavior ◽  
On Task Behavior ◽  
Task Conditions

It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.

SELF INSTRUCTIONAL DAN POSITIVE REINFORCEMENT DALAM MENINGKATKAN KEPERCAYAAN DIRI “US” PENYANDANG DISABILITAS TUBUH DI BALAI REHABILITASI SOSIAL PENYANDANG CACAT CIMAHI

2017 ◽  
Vol 15 (2) ◽  
Author(s):  
Riyati .
Keyword(s):  
Physical Disability ◽  
Positive Reinforcement ◽  
People With Disabilities ◽  
The Self ◽  
Face Validity ◽  
Single Subject ◽  
Physical Factors ◽  
Single Subject Design ◽  
Self Confidence ◽  
Subject Design

Abstract Individuals who have high self-confidence have indicators covering believe in the ability of themselves, acted independently in making decisions, having a positive sense of self and the courage to express opinions.Confidence influenced by mental, social and physical factors. Physical state such as obesity, body parts defects or damage to one of the senses is an obvious flaws seen by others. A disability may not be able to react in a positive way so that there arises a sense of inferiority that became insecurity. This happens on US, persons with physical disability at BRSPC Cibabat Cimahi. People with disabilities that everyone who experiences physical limitations, intellectual, mental or sensory for long periods which in interaction with the environment may experience obstacles and difficulties to participate fully and effectively based on equality. This research aims to know and examine the implementation of Self instructional and Positive Reinforcement Technique to the self confident improvement of “US”. The Self Instructional Technique is a Self-Management strategy that contributes to a self-determination of the individual's ability in instructing and controlling themselves to prevent the emergence of low self-esteem behavior. Positive reinforcement is the establishment of behavior with a reward or reinforcement immediately after the behavior that is expected to appear. This research uses quantitative approach with a single subject design research methods were implemented to evaluate the implementation and achievement of a goal of intervention through repeated measurements. A validity test of measuring instruments in this research is to test the validity (face validity). Analysis of the data used testing the hypothesis by using the formula 2 standard deviations. The results of this research indicate that the Self instructional and Positive reinforcement techniques can improve confidence on US person with physical disability at BRSPC Cibabat Cimahi.Key words: Self confidence, People with Disabilities, Self Instructional and Positive Reinforcement Technique Abstrak Individu yang memiliki kepercayaan diri tinggi memiliki indikator yang meliputi percaya kepada kemampuan diri sendiri, bertindak mandiri dalam mengambil keputusan, memiliki rasa positif terhadap diri sendiri dan berani mengungkapkan pendapat. Kepercayaan diri dipengaruhi oleh faktor mental, sosial dan fisik. Keadaan fisik seperti kegemukan, cacat anggota tubuh atau rusaknya salah satu indera merupakan kekurangan yang jelas terlihat oleh orang lain. Seorang penyandang disabilitas bisa saja tidak dapat bereaksi secara positif sehingga timbulah rasa minder yang menjadi rasa tidak percaya diri. Hal ini terjadi pada US, penyandang disabilitas tubuh di BRSPC Cibabat Cimahi. Penyandang disabilitas yaitu setiap orang yang mengalami keterbatasan fisik, intelektual, mental dan atau sensorik dalam jangka waktu lama yang dalam berinteraksi dengan lingkungan dapat mengalami hambatan dan kesulitan untuk berpartisipasi secara penuh serta efektif berdasarkan kesamaan hak. Penelitian ini bertujuan untuk mengetahui dan mengkaji tentang penerapan teknik self instructional dan positive reinforcement terhadap peningkatan kepercayaan diri “US”. Teknik Self instructional merupakan strategi manajemen diri yang memberikan kontribusi bagi suatu penentuan kemampuan diri dari individu dalam menginstruksi dan mengendalikan diri untuk mencegah munculnya perilaku rendah diri. Positive reinforcement merupakan pembentukan tingkah laku dengan memberikan ganjaran atau perkuatan segera setelah tingkah laku yang diharapkan muncul. Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian single subject design yang diimplementasikan untuk mengevaluasi pelaksanaan dan pencapaian suatu tujuan intervensi melalui pengukuran secara berulang. Uji validitas alat ukur dalam penelitian ini adalah uji validitas muka (face validity). Analisis data yang digunakan adalah pengujian hipotesis dengan menggunakan rumus 2 standar deviasi. Hasil penelitian ini menunjukkan bahwa teknik Self instructional dan teknik Positive reinforcement dapat meningkatkan kepercayaan diri pada US penyandang disabilitas tubuh di BRSPC Cibabat Cimahi.Kata kunci: Kepercayaan Diri, Penyandang Disabilitas, Teknik Self-Instructional dan Positive Reinforcement

scholarly journals Efektivitas Teknik Forward Chaining Pada Kemampuan Menggunakan Kemeja Pada Anak Dengan Disabilitas Intelektual

2019 ◽  
Vol 7 (1) ◽  
pp. 18-27
Author(s):  
Jaslinder Jaslinder ◽  
Rini Hildayani
Keyword(s):  
Positive Reinforcement ◽  
Single Subject ◽  
Single Subject Design ◽  
Forward Chaining ◽  
Subject Design ◽  
Reinforcement Program

Penelitian ini dilatarbelakangi adanya keterbatasan pada anak dengan disabilitas intelektual tingkat sedang yang belum mampu memakai kemeja secara mandiri. Pada sisi lain, kemeja merupakan salah satu pakaian wajib yang harus anak pakai setiap hari, terutama saat ke sekolah. Penelitian ini menggunakan program modifikasi perilaku dengan teknik forward chaining yang tujuannya mengajarkan anak untuk dapat memakai kemeja secara mandiri. Manfaat dari penelitian ini adalah membantu anak agar lebih mandiri dalam berpakaian dan dapat berfungsi dengan lebih optimal. Desain penelitian yang digunakan dalam penelitian ini adalah single subject design dengan desain penelitian A-B. Partisipan dalam penelitian ini adalah seorang anak laki-laki berusia 6 tahun 5 bulan dengan diagnosis disabilitas intelektual tingkat sedang. Program modifikasi perilaku dalam penelitian ini menggabungkan teknik forward chaining dengan beberapa teknik lainnya, seperti prompt dan positive reinforcement. Program ini terdiri dari 7 tahapan, dengan masing-masing tiga kali percobaan pada setiap tahapannya. Analisis keberhasilan efektivitas program menggunakan analisis visual dengan membandingkan data yang diperoleh ketika baseline, intervensi, dan follow up. Hasil dari penelitian ini menunjukkan bahwa penerapan teknik forward chaining bersamaan dengan prompt dan positive reinforcement terbukti efektif dalam membantu anak menguasai kemampuan untuk memakai kemeja secara mandiri. 

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