<![CDATA[Elementary school students who exhibit off-task behavior during learning activities face obstacles in completing academic tasks optimally. Off-task behavior is characterized by a tendency to divert attention from the task at hand. This condition can affect students’ academic performance even if they possess adequate intellectual capacity. Therefore, behavioral interventions are needed to consistently enhance students’ engagement in completing academic tasks. This case report describes the implementation of behavioral modification using a token economy for a second-grade elementary school student exhibiting off-task behavior during writing-based classroom activities. Assessments in this study were conducted through interviews, observations, and psychological tests. During the baseline, task completion was low and variable, ranging from 0%- 33.3%. During implementation, task completion generally increased despite fluctuations across sessions, reaching 100% in Session 7. A brief post-intervention follow-up with the classroom teacher suggested that improvement in task-completion behavior was not consistently maintained; however, no repeated quantitative follow-up measurement was conducted. Several limitations need to be considered when interpreting the results of this study.]]>
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