EFFECTS OF ACTIVE LEARNING COMBINED WITH TOKEN ECONOMY AND VISUAL SUPPORTS ON TASK ATTENTION OF A STUDENT WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

Abstract

      This study aimed to 1) examine changes in task-attention behavior in a student with Attention-Deficit/Hyperactivity Disorder (ADHD) following Active Learning combined with a Token Economy System and Visual Supports, and 2) investigate the maintenance of task-attention behavior after the intervention. The participant was one Kindergarten 2 student at Na Lao Subdistrict Municipality School during the second semester of the 2025 academic year, selected through purposive sampling. A single-case research design was employed, with behavioral assessments conducted during the baseline, intervention, and follow-up phases. The research instruments consisted of four Active Learning lesson plans, three sets of a Token Economy System and Visual Supports, and an eight-item task-attention observation form. Content validity was examined by three experts, yielding IOC values of 0.92, 1.00, and 0.96, respectively. Data were analyzed using total scores, percentages, percentage changes, and 5-minute time-sampling observations.
      The findings indicated that the participant obtained 10 out of 24 points during the baseline phase, representing a level requiring support. Following the intervention, the score increased to 22 points, or 91.67%, representing a good level. This reflected an increase of 12 points, equivalent to a 50.00% increase relative to the full score. During the two-week follow-up phase, the participant obtained 20 points, or 83.33%, which remained at a good level. Time-sampling observations also showed that sustained attention increased from one 5-minute interval to five 5-minute intervals. The findings suggest that integrating Active Learning with a Token Economy System and Visual Supports may support task attention and self-regulation in the individual student studied.