Differential Reinforcement of Alternative Behavior (DRA) dan Antecedent Control untuk Menurunkan Durasi Screen Time pada Anak dengan Permasalahan Perkembangan Bahasa
DOI:
https://doi.org/10.17977/um070v6i22026p366-378Keywords:
language development problems, differential reinforcement of alternative behavior, antecedent controlAbstract
Language development problems in early childhood are often related to a lack of environmental stimulation, one of which is due to the high duration of screen time. This study aims to reduce the duration of screen time in children with language development barriers through the application of Differential Reinforcement of Alternative Behavior (DRA) and antecedent control techniques. DRA intervention is carried out by providing alternative activities such as games and direct interaction as a substitute for screen time, while antecedent control is carried out by regulating the environment and setting rules for the use of digital devices by the participants' parents. The method used is a case study with a behavioral intervention approach, involving assessment through observation, interviews, VSMS, and Binet tests to obtain a comprehensive picture of the client's condition. The intervention was carried out for 10 sessions with a duration of 60 minutes. Participants were girls aged 3 years and 9 months with language development barriers. The results showed that the implementation of DRA and antecedent control was a decrease in the duration of screen time from an average of 4 hours to 2 hours per day, followed by increased compliance with digital device use rules by participants' parents.
Abstrak
Permasalahan perkembangan bahasa pada anak usia dini seringkali berkaitan dengan kurangnya stimulasi lingkungan, salah satunya akibat tingginya durasi penggunaan perangkat digital. Penelitian ini bertujuan untuk menurunkan durasi screen time pada anak dengan hambatan perkembangan bahasa melalui penerapan teknik Differential Reinforcement of Alternative Behavior (DRA) dan antecedent control. Intervensi DRA dilakukan dengan memberikan aktivitas alternatif seperti permainan dan interaksi langsung sebagai pengganti screen time, sedangkan antecedent control dilakukan dengan mengatur lingkungan serta menetapkan aturan penggunaan perangkat digital oleh orang tua partisipan. Metode yang digunakan adalah studi kasus dengan pendekatan intervensi perilaku, melibatkan asesmen melalui observasi, wawancara, VSMS, dan tes Binet untuk memperoleh gambaran menyeluruh kondisi partisipan. Intervensi dilakukan selama 10 sesi dengan durasi 60 menit. Partisipan merupakan anak perempuan usia 3 tahun 9 bulan dengan hambatan perkembangan bahasa. Hasil penelitian menunjukkan bahwa selama periode penerapan DRA dan antecedent control terjadi penurunan durasi screen time pada partisipan dari rata-rata 4 jam menjadi 2 jam per hari, diikuti dengan meningkatnya kepatuhan terhadap aturan penggunaan perangkat digital oleh orang tua partisipan.
References
American Academy of Pediatrics. (2016). Media and young minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591
Anderson, D. R., & Subrahmanyam, K. (2017). Digital screen media and cognitive development. Pediatrics, 140(Supplement 2), S57–S61. https://doi.org/10.1542/peds.2016-1758C
Ardiwijaya, A., & Anggraika, P. (2019). Penerapan differential reinforcement of alternative behavior dan antecedent control untuk menurunkan durasi screen time pada anak dengan gangguan perkembangan bahasa. Jurnal Psikologi Klinis dan Kesehatan Mental, 8(2), 95–104.
Barr, R. (2019). Growing up in the digital age: Early learning and family media ecology. Current Directions in Psychological Science, 28(4), 341–346. https://doi.org/10.1177/0963721419838245.
Biddle, S. J. H., Petrolini, I., & Pearson, N. (2014). Interventions designed to reduce sedentary behaviours in young people: A review of reviews. British Journal of Sports Medicine, 48(3), 182–186. https://doi.org/10.1136/bjsports-2013-093078
Carson, V., Hunter, S., Kuzik, N., Gray, C. E., Poitras, V. J., Chaput, J. P., Saunders, T. J., Katzmarzyk, P. T., Okely, A. D., Connor Gorber, S., Kho, M. E., & Tremblay, M. S. (2017). Systematic review of sedentary behaviour and health indicators in school-aged children and youth. Applied Physiology, Nutrition, and Metabolism, 41(6), S240–S265. https://doi.org/10.1139/apnm-2015-0630.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Domoff, S. E., Radesky, J. S., Harrison, K., Riley, H., Lumeng, J. C., & Miller, A. L. (2019). A naturalistic study of child and family screen media use. Journal of Child and Family Studies, 28(2), 401–410. https://doi.org/10.1007/s10826-018-1275-1
Dy, C., Santos, R., & Cruz, M. (2023). Screen time trends among young children in the post- pandemic era. BMC Public Health, 23, 16188. https://doi.org/10.1186/s12889-023- 16188-4
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in educational apps. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721
Madigan, S., Browne, D., Racine, N., Mori, C., & Tough, S. (2019). Association between screen time and children’s developmental outcomes. JAMA Pediatrics, 173(3), 244–250. https://doi.org/10.1001/jamapediatrics.2018.5056
Martin, G., & Pear, J. (2015). Behavior modification: What it is and how to do it (10th ed.). Routledge.
Miltenberger, R. G. (2016). Behavior modification: Principles and procedures (6th ed.). Cengage Learning.
Musyaffa, N. A., Hendrawati, S., & Maulana, I. (2024). Faktor penggunaan screen time anak usia prasekolah di wilayah urban dan rural: A systematic review. Jurnal Kesehatan Saelmakers PERDANA, 8(1). https://doi.org/10.32524/jksp.v8i1.1463
O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior (3rd ed.). Cengage Learning.
Owens, R. E. (2020). Language development: An introduction (10th ed.). Pearson.
Pagani, L. S., Fitzpatrick, C., Barnett, T. A., & Dubow, E. (2016). Prospective associations between early childhood television exposure and development. JAMA Pediatrics, 170(5), 471–479. https://doi.org/10.1001/jamapediatrics.2015.4573
Rathnasiri, A., et al. (2022). Screen time and child development outcomes: A systematic review. BMC Pediatrics, 22, 345. https://doi.org/10.1186/s12887-022-03452-6
Sangadi, K. S., Hapsari, I., & Pudjiati, S. R. R. (2024). Scoping review: The relationship between screen time and behavioral problems in preschool-age children. Psikoborneo: Jurnal Ilmiah Psikologi, 12(2), 158–164.
Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children. Pediatrics, 135(1), 1–3. https://doi.org/10.1542/peds.2014-2251
Santoso, H., & Tedjasaputra, A. (2019). Behavioral intervention to reduce screen time in children with developmental disorders. Advances in Social Science, Education and Humanities Research, 229, 45–50.
Santrock, J. W. (2018). Life-span development (17th ed.). McGraw-Hill.
Stephanie, L., & Djuwita, R. (2019). Penerapan teknik modifikasi perilaku untuk mengurangi screen time pada anak usia dini. Jurnal Psikologi, 15(2), 120–130.
Twenge, J. M., & Campbell, W. K. (2018). Associations between screen time and psychological well-being. Preventive Medicine Reports, 12, 271–283. https://doi.org/10.1016/j.pmedr.2018.10.003.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nila Sa’adah, Faradiba Permatahati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3.png)
1.png)
1.png)
