Verification of the Effectiveness of a Token Economy Method Through Digital Intervention Content for Children with...

Recently, cognitive training programs using digital content with visuoperceptual stimulation have been developed and commercialized. In particular, digital intervention content for children with attention deficit hyperactivity disorder (ADHD) has been developed as games, enhancing motivation and accessibility for the target population. Active stimulation is required to elicit positive effects on self-regulation training, including attention control and impulse inhibition, through task-based content. Common forms of stimulation include emotional stimuli, such as praise and encouragement, and economic stimuli based on a self-directed token economy system. Economic stimulation can serve as active reinforcement because the child directly engages as the primary agent within the task content. This study applied and validated a token economy intervention using digital therapeutic content in children with ADHD. Behavioral assessments were conducted using the Comprehensive Attention Test (CAT) and the Korean version of the Child Behavior Checklist (K-CBCL). The developed digital intervention content implemented a user-centered token economy based on points within the program. In the CAT Flanker Task, the experimental group (0.84 ± 0.40) showed significantly higher sensitivity factor scores than the control group (0.72 ± 0.59) after 4 weeks, with a large effect size (F = 4.76, p = 0.038, partial η² = 0.150). Additionally, the rate of change in externalizing behavior scores on the K-CBCL showed a significant difference between the two groups (t = 2.35, p = 0.026, Cohen's d = 0.860), demonstrating greater improvement in externalizing symptoms in the experimental group than in the control group. Therefore, this study suggests that the participant-centered implementation model using token economy mechanisms in digital intervention content may serve as a novel and effective therapeutic approach for children with ADHD.