The Design of Behavior Modification Program with Token Economy for Children with Autism Spectrum Disorder (ASD) Sieralyn T. Moya Philippine Normal University Main Campus Taft Avenue, Manila Philippines Abstract Giving learning material in improving environmental care behavior of children with autism spectrum disorder (ASD) is not only on environmental education but also needs to be strengthened towards the behavior of a child with ASD. Strengthening is provided through a program designed and developed to modify the behavior of the students based on operant conditioning using systematic reinforcement of target behavior. As preliminary research, this research aims to design and develop behavior modification programs through a token economy. Token is given based on the desired behavior performance and can then be exchanged for reinforcement in a predetermined economic system. The design of the token economy starts from identifying the target behavior, determining and selecting reinforcers, identifying the types and schedules of tokens, planning the distribution of tokens and exchanging strategies for applying token systems and planning inflation. Having a child with autism spectrum disorder (ASD) has an impact on families including relationships with one another, finances, and access to social services. These impacts are needed in order to help the child with ASD in improving their academic and emotional aspect (Smith,2018). The questions that need to be addresses are: What are the most common disruptive actions in the classroom? How does a token economy aid in the reduction of disruptive behaviour in children? Keywords: Autism, Autism Spectrum Disorder (ASD), Behavior Modification, Environmental concern behavior, Token Economy, Reinforcement Introduction A token economy is an approach used to manage student behavior (Gallagher, 1988; Kadin, 1977) in general and special education classrooms that requires careful planning and implementation (Schilling & Cavo, 1983). Extinction learning, or the act of discontinuing an acquired behavior in response to altered reward contingencies, is not only necessary for survival in a changing environment, but it also plays an important role in the treatment of disordered behaviors (Donoso, et al,.2021). Cognitive and emotional growth are critical factors that is directly tied to the learning process. Elementary school students have concrete operational development skills, which allow them to solve concrete problems logically and to clarify and understand causal links (Widyawulandari, et al., 2019). BEHAVIOR MODIFICATION Children with ASD who have low environmental care behavior towards the school environment and its surroundings need to be given a reinforcement to improve their behavior so that the habituation to their environmental care behavior occurs. The previous study explained many ways, methods and learning models carried out as an effort to increase students' awareness of their environment. Wanabuliandari and Rahardjo (2017) research concluded that the EJAS model (Experiental Jelajah Alam Sekitar) with a science edutainment approach could improve students’ environmental care behavior and responsibility. In addition, character-based pop-up media can also increase awareness of the environment (Rochimah, 2018). Various approaches and models and learning methods have been reported to be successful in helping children with ASD to improve environmental care behavior. However, research emphasising on behavioral changes that can be observed with the consequences of strengthening to reduce environmental impacts is still rarely found. Geller (2002) concluded that in encouraging pro-environment behavior, awarding is more effective than sanctions because rewards are associated with positive influences and attitudes that support the changes in behavior. Marijan (2012, p. 257- 257) also stated that one of school strategies to embed the character of environmental care through habitual behavior towards the environment is to strengthen conditions as means for the practice of habituation to act as expected characters by applying strict rewards and sanctions. Given that the development of environmental awareness behavior must be sustainable. Thus, if the desired behavior arises in elementary school students as expected, it requires reinforcement so that it always becomes a habit of positive behavior embedded in students. REWARD AS PART OF THE TOKEN ECONOMY Giving rewards (prizes) aims to ensure that environmental care behavior repeats and motivates the behavior as expected. Students respond positively to the stimulus of school personnel in programs providing content in developing environmental care behavior. In addition, through giving rewards, it can also increase motivation of elementary school students to achieve high grades and have an interest in their lessons (Riya, Pilanda, & Zhang, 2014). In this regard, the choice of environmentally friendly products and environmental awareness is also influenced by strengthening or reinforcement (Garvey & Bolton, 2017). As stated by Toenlioe (News Gloria, 2016), the behavioristic version of educational techniques provides gifts when examples and advice are followed and vice versa. Regarding environmental care behavior, the token economy is also used to reduce littering behavior within the community (Martin & Joseph, 2015, p. 677). The token economy has succeeded in changing the behavior of students in the classroom and developed to be implemented in terms of learning process in the classrooms and students in such learning environments are able to make teachers happy as well as achieve high grades. Therefore, before starting the implementation of the token economy to increase or decrease the desired behavior, there is a need for manual programs that can support the implementation of the token economy in the class for the behavior of students that wants to be achieved. This article writes about how to design a token economy manual program to improve the environmental care behavior of elementary school based on data in the field. Conclusion The token economy is used for various populations, behaviors, environments and objectives. An effective token economy can reduce disruptive behavior and improve or maintain the behavior of students who support the learning environment, which is the concern of students to the school environment and its surrounding. The token economy planned and implemented with care provides great benefits for teachers and students. Common components of the token economy can be started from identifying target behavior, determining reinforcers, planning token distribution and exchange strategies, and recording procedures. The manual design of token economy can facilitate modifiers or teachers in implementing token economy programs to improve the behavior of elementary school students. The combined efforts of teachers, parents and students create the strength to sustain the social and academic achievements of each student and support future efforts. References: Akpotaire, N. (2020). 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