<![CDATA[A school-age child with Mild Intellectual Disability (ID) is categorized as an educable child. Nevertheless, he usually has learning difficulties, especially in reading, which is the foundation for mastering the other subjects. Teachers and parents reported that subjek, a 10 years old boy, had some difficulties in learning that made him left behind compared to his classmates in 4th grade of public elementary school. The data was collected through observation, interview, informal tests, and psychological assessments, such as Colored Progressive Matrices (CPM), Stanford-Binet Intelligence Scale (SBIS), Goodenough-Harris Drawing Test, and American Association on Mental Deficiency Adaptive Behavior Scale (AAMD ABS). The intervention carried out aimed to improve the subject’s ability in reading simple sentences using behavior modification approach. Results of the intervention showed that behavior modification approach, which includes shaping, prompting, modeling, and manipulation antecedents, was effective in increasing the reading ability of a child w mild ID. Anak usia sekolah dengan Disabilitas Intelektual (ID) Ringan dikategorikan sebagai anak yang dapat dididik. Meski demikian, ia biasanya mengalami kesulitan belajar, terutama dalam membaca yang merupakan landasan penguasaan mata pelajaran lainnya. Guru dan orang tua melaporkan bahwa subjek, seorang anak laki-laki berusia 10 tahun, mengalami kesulitan belajar yang membuatnya tertinggal dibandingkan teman-teman sekelasnya di kelas 4 SD Negeri. Pengumpulan data dilakukan melalui observasi, wawancara, tes informal, dan penilaian psikologis, seperti Colored Progressive Matrices (CPM), Stanford-Binet Intelligence Scale (SBIS), Goodenough-Harris Drawing Test, dan American Association on Mental Deficiency Adaptive Behavior Scale ( AAMD ABS). Intervensi yang dilakukan bertujuan untuk meningkatkan kemampuan subjek dalam membaca kalimat sederhana dengan menggunakan pendekatan modifikasi perilaku. Hasil intervensi menunjukkan bahwa pendekatan modifikasi perilaku yang mencakup anteseden pembentukan, dorongan, pemodelan, dan manipulasi efektif dalam meningkatkan kemampuan membaca anak berkebutuhan khusus ringan.]]>
