Intervention of Visual Supports Combined with Token Economy on Classroom Disturbance Behavior of Students with Autism Spectrum Disorde

Students with autism spectrum disorder often struggle to understand or disregard social rules due to their developmental disabilities. Consequently, they are more likely to exhibit disruptive behaviors in the classroom, which can negatively impact the learning environment for all students. This single-subject experimental study investigated the effectiveness of a combined intervention using visual supports and a token economy system in reducing classroom disruptive behaviors of a 14-year-old student with autism spectrum disorder. The independent variable was the implementation of visual supports and a token economy, while the dependent variable was the frequency of disruptive behaviors exhibited by the student during class time. The results indicated that the combined intervention of visual supports and a token economy was effective in reducing the frequency of disruptive behaviors in the student with autism spectrum disorder.