Self-injury behavior is a behavior that can cause or potentially cause redness, bruising, or injuries to body parts. Some of the children who perform such behavior are children with Autism Spectrum Disorder (ASD). Children with ASD perform self-injury to seek attention, avoid things they dislike, to obtain what they want, or for self-stimulation. In this study, the children who were participants in the study were 10-year-old boys who had ASD conditions with below-average intelligence problems and carried out self-injury behaviors in the form of hitting the chest using their hands. The hitting-chest behavior carried out by the participants had been excessive, causing redness in part of each child's chest, pain in the chest, and sometimes a feeling of breathless. Therefore, a study was performed to eliminate the behavior of hitting the chest by applying intervention using the method of shaping and differential reinforcement of alternative behavior (DRA) according to the principle of behavior modification in children with ASD. The given alternative behavior is a stroking-chest behavior. After administering the intervention for 18 days (2 days of shaping session and 16 days of DRA sessions), the researchers obtained the results that the shaping and DRA methods are effective to eliminate the hitting-chest behavior and shape the stroking-chest behavior as an alternative behavior in children with ASD whose intelligence is below the average.

Children with intellectual disability (ID) have deficit in their adaptive functions, such as self-care in practical domain. The skill of self-care in moderate ID children can develop after being trained, although it takes a long time. One of skills that can be developed is urination skill. Urination skill is important to teach on children with ID so they can maintain their genital organs health independently. Therefore, interventions related to urination skill using behavior modification program with total task presentation technique are required. The purpose of this research is to evaluate the effectiveness of total task presentation technique to increase urination skill on child with moderate ID. This study used a single case subject A-B design that used to find changes in scores by comparing behavior observation data of participant’s urination skill and make a data analysis. Participant in this study was a 10 years old boy who has deficit in urination skill. After the implementation of the intervention program in 16 sessions for 14 days with 81 trials, it was found that the total task presentation technique is effective to improve urination skill on a child with moderate ID. The participants has been able to take control the entire range of urinating behavior (22 chain of behaviors) independently. Previously, the child could only controlled the nine chain of behaviors independently.

Anger often serves as a defense mechanism when handling conflict. It can also occur as part of the pathology of physical illness, and someone who has not been able to accept disfiguring symptoms such as alopecia may exhibit aggressive behavior. For the current research subject, alopecia led to bullying and mocking by those around him. The continual mistreatment led to anxiety for the research subject. He often thought negatively towards people who approached him and believed that they were judging him negatively. For example, when someone asked about the hat he was wearing, the participant immediately suspected that the person was mocking his baldness. The anger that the subject often felt was expressed eventually through aggressive behavior. Therefore, it became necessary to provide an intervention that the child could use to manage his anger and reduce his aggressive behavior. An intervention protocol using Rational Emotive Behavior Therapy was applied to the situation, and it was effective in training the research subject in anger management techniques and in decreasing aggressive behaviors.