<![CDATA[Difficulty separating from parents at school may hinder young children’s participation in learning activities, social interaction, and the development of independence. This study aimed to describe the implementation of a collaborative intervention to improve the independence of Child X, a 4-year-5-month-old boy who experienced difficulty separating from his mother at school. This study employed an individual case-study design with a descriptive approach. Data were collected through interviews with parents and the classroom teacher, school-based behavioral observations, psychological assessment using the Visual Motor Integration (VMI) and the Vineland Social Maturity Scale (VSMS), and documentation. Case formulation was conducted using RAC-S behavioral function analysis (Response, Antecedent, Consequences, Strength). The intervention was implemented for 17 days. It consisted of psychoeducation for parents and teachers, brief counseling for the mother, graduated separation, and a token economy using dinosaur stickers and verbal praise. The findings indicated positive behavioral changes in Child X. Initially, he required his mother to remain inside the classroom throughout the school day; by the end of the intervention, he was able to participate in classroom activities without her direct presence. Child X also showed improved engagement in classroom activities, interaction with teachers and peers, and willingness to seek assistance from the teacher. In conclusion, the combination of graduated separation and token economy, supported by consistent parental and teacher involvement, may serve as a practical intervention for promoting independence among young children who experience separation difficulties at school.]]>
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