EFFECT OF TOKEN REINFORCEMENT STRATEGY IN ENHANCING SOCIAL SKILLS OF CHILDREN WITH INTELLECTUAL DISABILITY IN IBADAN, OYO STATE

Abstract

This study investigated the impact of token reinforcement and socioeconomic status (SES) on the social skills of 30 primary four and five pupils with intellectual disability in Ibadan, Oyo State, utilizing a pretest-posttest control-group quasi-experimental design of 2x2 factorial matrix. Participants from two special schools were assessed using the Slosson Intelligence Test (α=0.86), a Socio-Economic Status Scale (α=0.87), and a Modified Social Skills Scale. The treatment group received token reinforcement for positive social behaviors for seven weeks, while the control group received no intervention. Analysis of Covariance (ANCOVA) revealed a significant main effect of token reinforcement on social skills [F(1,28)=37.146,p<.001,ηp2=.570], indicating a 57% improvement. However, the study found no significant main effect of SES [F(1,28)=4.010,p=.055,ηp2=.125] or significant interaction effect of SES and token reinforcement [F(1,26)=3.666,p=.067,ηp2=.124] on social skills. These findings suggest that token reinforcement is a good and effective intervention for enhancing social skills in children with intellectual disability.