Abstract
The purpose of this action research is to reduce ‘chipping behavior’ and talking without permission among Year 2 hyperactive children in a primary school in Kedah, Malaysia. This behavior is identified as a main challenge in classroom management because it interrupts the smooth flow of teaching and learning and can negatively influence the involvement of other students. This research employed a mixed design involving five hyperactive students as qualitative observation samples and 33 teachers as quantitative survey respondents. Two interventions were applied over a two-week period: the Signal Card strategy and the Good Behavior Game Token system. The results indicate that both interventions were effective in reducing talking without permission and improving students’ self-control, concentration, attention span, and overall classroom engagement. The teachers found the practicability of the interventions easy to implement and suitable for Year 2 students. The study suggests that the consistency of using positive reinforcement interventions must be supported by both teachers and families to sustain behavioral improvements over time and ensure long-term success. These results offer valuable insights into behavior management practices for young hyperactive students and reveal that simple, structured interventions can foster a more encouraging learning environment. The findings also propose the possible adaptability of the interventions across different classroom situations.