The Effectiveness of Implementing a Token Economy System in Reducing Disruptive Behavior among Preschool Students

Abstract

Disruptive behavior is a type of behavior that involves any action that disrupts and can affect the smoothness of the ongoing learning process in the classroom. The aims of quasi-experimental to identify the effectiveness of the token economy system implemented to reduce disruptive behavior among preschool students. The study involved five teachers and ten preschool students, divided into two groups: the experimental group and the control group. The experimental group received the token economy system intervention, while the control group did not. Ten preschool students were selected using purposive sampling. The token economy system was implemented for 20 school days.  Data collected through classroom observations and structured interview with the teachers. The data obtained were analyzed inferentially and thematically. Inferential analysis (ANOVA and t-tests) revealed that though there was a reduction in the disruptive behavior of the experimental group, the difference between the experimental and control group was not statistically significant (p > 0.05). Thematic analysis of the teacher interviews revealed positive changes in the teacher’s post ad results including more motivated students and better compliance with rules as well as reduced disruptions in the classroom. The teachers also faced challenges with token distribution consistency and retaining the student’s long term in the system. This study is expected to help preschool teachers better understand the token economy system and manage disruptive behavior among preschool students more effectively.