Abstrak.  Kemampuan mempertahankan atensi terlihat pada on-task behavior, dimana anak mampu mengerjakan tugas tanpa melakukan kegiatan lain yang tidak berkaitan. On-task behavior menjadi target perilaku yang ingin diintervensi pada S, anak laki-laki berusia 4 tahun 5 bulan dengan diagnosa Attentional Disorder (ICDL-DMIC). Berdasarkan pemeriksaan, rentang atensinya berada dibawah taraf rata-rata anak seusianya dan terlihat dari kesulitannya dalam menyelesaikan kegiatan. Penelitian single-subject ini bertujuan untuk melihat efektivitas dari penerapan teknik shaping dalam meningkatkan durasi on-task behavior pada anak dengan masalah atensi, dengan hipotesa teknik shaping mampu meningkatkan durasi on-task behavior. Terdapat peningkatan durasi saat intervensi diberikan. Dalam intervensi ini, orangtua memiliki peran besar sebagai pemberi prompt dan reinforcement untuk mempermudah proses generalisasi.Kata Kunci: Shaping, On-Task Behavior, Attentional DisorderAbstract. The ability to maintain attention is seen from on-task behavior, when child can do a task without do other unrelated activities. On-task behavior is the targeted behavior to intervene from S, a 4 years 5 months old boy with a diagnosis Attentional Disorder (ICDL-DMIC). Based on asssessment, S has shorter duration of attention than the expected duration of his age and shown on his difficulties in finishing any activities. This single-subject research aims to examine the effectiveness of the application of shaping technique in increasing the duration of on-task behavior, and hypothesized that it’s application will increase on-task behavior’s duration. The result shows that there is an increase in on-task behavior’s duration. In this research, parents took a bigger role as prompt and reinforcer giver to ease the process of generalization. Keywords: Shaping, On-Task Behavior, Attentional Disorder

Children with intellectual disability (ID) have deficits in their cognitive and adaptive function. One of the important skills of adaptive function which need to be mastered is dressing up, especially wearing buttoned clothes. However, the limitations possessed by children with ID make them always in need of help from others. Based on this condition, it is necessary to provide interventions to improve the skill of buttoning clothes on children with ID. Using single case A-B design, this study evaluates whether behavior modification intervention improve the clothes buttoning skill of a 9-year-old child with moderate ID. The intervention used prompting technique, namely most-to-least prompting accompanied with the provision of positive reinforcement. Prompt techniques expected to be effective in enhancing dressing upskills; additionally, positive reinforcement was also used to keep the child motivated during the intervention sessions. The results showed an increasing trend on mastery of buttoning skill, decreasing trend for prompt intensity, and immediacy of effect influenced by intervention. The results proves that prompting and positive reinforcement technique was effective for improving the child’s ability in buttoning clothes independently.  Key Words: Prompting, positive reinforcement, buttoning clothesAbstrak: Anak-anak dengan kondisi intellectual disability (ID) mengalami defisit pada fungsi kognitif dan fungsi adaptif. Salah satu keterampilan dari fungsi adaptif yang penting dikuasai adalah berpakaian, terutama memakai baju berkancing.  Akan tetapi, keterbatasan yang dimiliki oleh anak ID membuat mereka selalu membutuhkan bantuan dari orang lain. Berdasarkan kondisi tersebut, perlu dilakukan pemberian intervensi untuk meningkatkan keterampilan mengancingkan baju pada anak ID. Dengan menggunakan single case A-B design, penelitian ini dilakukan untuk mengevaluasi apakah intervensi modifikasi perilaku dapat meningkatkan keterampilan mengancingkan baju pada anak berusia 9 tahun dengan ID moderate. Intervensi ini menggunakan teknik prompting, yaitu most to least prompting disertai dengan pemberian positive reinforcement. Teknik prompting diharapkan efektif dalam meningkatkan keterampilan mengancingkan baju, sedangkan positive reinforcement digunakan untuk menjaga motivasi anak selama sesi intervensi. Hasil penelitian menunjukkan adanya peningkatan trend pada penguasaan keterampilan mengancingkan baju, penurunan trend untuk intensitas prompt yang digunakan serta immediacy of effect yang dipengaruhi oleh intervensi. Ini membuktikan bahwa teknik prompting dan positive reinforcement efektif meningkatkan keterampilan anak dalam mengancingkan baju secara mandiri.

The aim of this study is to identify the effectiveness of using the backward chaining technique to teach children with moderate intellectual disability (ID) and low vision the self-dressing skill of putting on a T-shirt. Teaching these children such a skill allows them to be independent and ultimately improves their quality of life. One of the intervention programs that can be used to teach the self-dressing skill is the backward chaining technique, which employs behavior modification principles. This study used a single-case subject design and an A-B design for pre-and post-intervention. The participant was a male child, aged six-years and one month. The subject had moderate intellectual disability and retinopathy of prematurity (ROP) stage V (low vision). The proposed behavior modification program combined the backward chaining technique and the administration of prompt and positive reinforcement. The behavioral modification program classified the behaviors into four steps of chain behavior, and the program execution consisted of five phases, each having one session with maximum of six trials. To analyze the effectiveness of the program, a comparison of baseline intervention and follow-up results was conducted using four features of visual analysis. The outcome of the study showed that the implementation of the backward chaining technique, along with the prompt and positive reinforcement, proved to be effective in helping the participant master the ability to wear a T-shirt independently.

Online stress management training among junior high school male adolescents during school from home. This research aims to examine the effectiveness of an online stress management training program for male adolescents, between 12-15 years old, who are attending School from Home (SFH) due to pandemic COVID -19. Design of this research is a one-group design with three times measurement, which are pre-test, post-test, and a follow up, in a monthly interval between each measurement. The measurements are Perceived Stress Scale (PSS) and BRIEF COPE. The online training program is conducted through video conferencing meetings twice a week. One session of the program takes 90 minutes. Research participants consists of 6 male adolescents. The discovered data is then analyzed through Friedman test to identify a significant mean score's differences on the utilized instruments after the program. The result shows significant decrease of stress level followed by the significant improvement of the use of adaptive coping strategy. So, online stress management training can be an effective program to help high school adolescents to lower down their stress level during school from home in Pandemic COVID-19.

The COVID-19 pandemic has prompted the Indonesian government to implement a distance learning system. Changes and uncertainties might deteriorate mental health, especially in female adolescents who were initially prone to experiencing stress based on their developmental stage and gender. This study aims to determine the effectiveness of stress management training with Online Group Cognitive Behavioral Therapy approaches in reducing stress and developing adaptive coping strategies. A total of 8 participants (ages 14-15) were recruited online with the purposive sampling technique. Changes in stress levels and coping strategies were tested using Friedman’s ANOVA test. There was a significant reduction in stress that continued until 1-month follow-up and increased adaptive coping strategies after the intervention (post-test). Participants also reported positive changes in cognition and emotion, including increased belief about their ability to handle stress in the future. However, there was no statistically significant reduction in a maladaptive coping strategy. Additional factors, such as individual differences and interactions with the environment influenced the intervention's effectiveness.