scholarly journals The Instructional Thematic Game for Children with Mild Mental Retardation: For Enhancement of Left-Right Recognition Skill

2017 ◽  
Vol 7 (1) ◽  
pp. 469
Author(s):  
Dandhi Kuswardhana ◽  
Shinobu Hasegawa ◽  
Juhanaini Juhanaini
Keyword(s):  
Mental Retardation ◽  
Single Subject ◽  
Mild Mental Retardation ◽  
Left Hand ◽  
Single Subject Research ◽  
Learning Skill ◽  
Information Problem Solving ◽  
The Subject ◽  
Hand Recognition ◽  
Enhanced Learning

Children with mild mental retardation had several difficulties with interaction, remembering information, problem-solving, physic-motoric, learning problem, etc. Therefore, we proposed a novel framework to increase their learning skill using instructional thematic game rehabilitation framework based on Kinect sensor as the solution. Basically, the framework had three components. First, intellectual functions, which implied to the competencies reached through the game by the student. Second, instructional thematic game model, which was the concept to learn everything from the real single topic of the subject by associating to the abstract objects. Three, computer sensor device, which was the equipment as the bridge between the children and the program application. This research covered enhancement of right and left-hand recognition. We adopted Single Subject Research to evaluate the effectiveness of the system and to explore each of the individual’s progress. This process was divided into 2 steps. Namely, baseline stage and treatment stage. Apparently, from our finding, such framework gave the student an enhanced learning skill covering left-right recognition skill, decreasing the level of disturbance, and improving the level of learning independence.

Object-Related Play Skills of Youths with Mental Retardation

1994 ◽  
Vol 15 (3) ◽  
pp. 177-188 ◽  
Author(s):  
D. Michael Malone ◽  
John Langone
Keyword(s):  
Mental Retardation ◽  
Literature Search ◽  
Single Subject ◽  
Positive Outcomes ◽  
Play Skills ◽  
Inclusion Criteria ◽  
Single Subject Research ◽  
Toy Play ◽  
Play Behaviors ◽  
Assertive Training

Areview of single-subject research designed to enhance the object-related play of youths with mental retardation is presented. Eleven studies, obtained from a literature search of appropriate journals, references of relevant articles, and computer databases, met inclusion criteria. Studies were organized by intervention type: (a) response to the introduction of toys, (b) programmed reinforcement of toy play, and (c) direct or assertive training procedures. Positive outcomes in the form of improved play behaviors were consistently reported across intervention type. The apparent responsiveness of participants' play skills to intervention indicates a need for further research in appropriate interventions.

scholarly journals Time Management to Reduce Delays in Middle School Students

2020 ◽  
Vol 8 ◽  
Author(s):  
Aini Nadhifah Purnamasari ◽  
Suroso Suroso
Keyword(s):  
Time Management ◽  
Female Students ◽  
Daily Activities ◽  
Single Subject ◽  
Research Subjects ◽  
School Students ◽  
Single Subject Research ◽  
Intervention Process ◽  
The Subject ◽  
Fourth Session

This study aimed to determine the effectiveness of providing time management assistance.  to reduce the intensity of tardiness in 7th grade female students.  This research is an experimental study with a single subject research.  Interventions were carried out on research subjects and parents.  Intervention by accompanying the subject in managing the time of daily activities clearly and in writing, while the subject of intervention in parents is psychoeducation.  Interventions conducted on the subject were done in 4 sessions with each session carried out for 60 minutes where in the first session the subject was given an explanation of the importance of time management, in the second session the subject was asked to detail the important daily activities and must be carried out and determine the time at  each activity, in the third session the subjects were asked to evaluate related matters that did not support the fulfillment of the specified time management and the things that might be done to keep doing activities in accordance with the time specified and for the fourth session the subjects were asked to  evaluate the entire intervention process and conclude with regard to its effects.  The intervention that was carried out to parents was carried out 1 time with a duration of 30 minutes.  The result of the intervention is that the research subject can manage the time of daily activities more clearly and in writing so that he can follow the set time.  In the subject's parents, the subject's mother understood more about the subject's problems and needs so that the parents paid more attention to the subject and determined someone to bring the subject to school at the designated time.  From the interventions carried out, there are changes in the way of thinking and attitudes towards the subject and parents of the subject which are expected to reduce the intensity of the subject's lateness to school.

scholarly journals EFEKTIVITAS TEKNIK CINEMATHERAPY UNTUK MENGURANGI KECEMASAN

2020 ◽  
Vol 5 (1) ◽  
pp. 23
Author(s):  
SA`ADAH SA`ADAH ◽  
SULMA MAFIRJA
Keyword(s):  
High School ◽  
Interpersonal Communication ◽  
Study Design ◽  
Single Subject ◽  
Student Anxiety ◽  
Single Subject Research ◽  
The Subject

The purpose of this study was to look at the effectiveness of cinematherapy techniques to reduce student anxiety in Angsana 1 High School. This type of research is a single subject research or called Single Subject Research (SSR) on the subject of class XI students in SMA Negeri 1 Angsana. Study design A1-B-A2. The results showed a significant increase in interpersonal communication through brainstorming techniques at baseline A1, intervention, and baseline A2.

scholarly journals PENGARUH STRUKTURAL ANALITIK SINTETIK TERGADAP PENINGKATAN MEMBACA PERMULAAN ANAK CEREBRAL PALSY

2019 ◽  
Vol 17 (3) ◽  
pp. 247-260
Author(s):  
Ana Munandar ◽  
Nia Sutisna
Keyword(s):  
Cerebral Palsy ◽  
Reading Skills ◽  
Early Reading ◽  
Spastic Cerebral Palsy ◽  
Single Subject ◽  
Learning Method ◽  
Early Reading Skills ◽  
Single Subject Research ◽  
The Subject ◽  
Structural Methods

AbstrakMMembaca permulaan merupakan kemampuan paling dasar dan penting untuk mempelajari simbol atau kode yang memiliki makna serta dapat diterjemahkan dalam bunyi atau suara. Komponen membaca permulaan yaitu membaca huruf, suku kata, kata dan kalimat sederhana. Membaca sangat penting untuk setiap orang, begitu juga anak berkebutuhan khusus. Cerebral Palsy adalah individu yang mengalami kerusakan otak menetap yang berdampak pada mobilisasi, gerak, komunikasi, dan lain sebagainya. Metode yang digunakan oleh guru di sekolah kurang dapat meningkatkan kemampuan membaca permulaan. Oleh karena itu, subjek memerlukan metode pembelajaran yang dapat meningkatkan kemampuan membaca permulaannya. Salah satunya yaitu metode pembelajaran Strukrural Analitik Sintetik. Penelitian ini menggunakan metode pembelajaran ini untuk melihat pengaruh kepada kemampuan membaca permulaan pada subjek. Metode penelitian menggunakan pendekatan kuantitatif, eksperimen Single Subject Research dengan desain A-B-A. Jumlah sesi pada A1 tiga sesi, B tujuh sesi, dan A2 tiga sesi. Subjek penelitian ini yaitu anak cerebral palsy spastik yang mengalami hambatan kecerdasan kelas IX SMPLB. etiap sesinya anak memperoleh rata-rata nilai A1 yaitu 59,06%, B 74,80%, dan A2 84,25%. Kesimpulannya metode struktural analitik sintetik dapat berpengaruh signifikan terhadap peningkatan kemampuan membaca permulaan. AbstractPre-reading is the most basic and important ability to learn symbols or codes that have meaning and can be translated in sounds or sounds. The component of pre-reading is reading letters, syllables, words and simple sentences. Reading is very important for everyone, so are children with special needs. Cerebral Palsy is an individual who has permanent brain damage that affects mobilization, movement, communication, and so forth. The method used by teachers in schools is less able to improve pre-reading skills. Therefore, the subject requires learning methods that can improve the ability to read the beginning. One of them is the synthetic analytical structural learning method. This study uses this learning method to see the effect on early reading skills on the subject. The research method uses a quantitative approach, a single subject research experiment with A-B-A design. The number of sessions at A1 is three sessions, B is seven sessions, and A2 is three sessions. The subjects of this study are spastic cerebral palsy children who have intelligence problems in class IX SMPLB. for each session the children obtained an average A1 value of 59.06%, B 74.80%, and A2 84.25%. In conclusion, synthetic analytic structural methods can have a significant effect on improving early reading skills.

scholarly journals Improving Reading Fluency Through Videoscribe For Student with Learning Disability

2019 ◽  
Vol 3 (2) ◽  
pp. 76
Author(s):  
Zulmiyetri Zulmiyetri ◽  
Kasiyati Kasiyati ◽  
Grahita Kusumastuti
Keyword(s):  
Data Analysis ◽  
Learning Disability ◽  
Reading Fluency ◽  
Baseline Condition ◽  
Single Subject ◽  
Single Subject Research ◽  
Analysis Technique ◽  
The Media ◽  
The Subject ◽  
Intervention Condition

This study aims to determine the effect of videoscribe for improving reading fluently ability for student with learning disability. This research uses single subject research (SSR) experiment, A-B-A design and data analysis technique using visual graph analysis. The subject of this research is student with learning disability. Target behavior in this study is the speed of reading fluently in short discourse text. Observations were conducted in three sessions. First is baseline session (A1), second, interventions through media videoscribe (B) and last session baseline (A2). Based on the results of research, we knew that the ability of children in reading fluently can be increased through videoscribe. At the baseline condition (A1), the reading fluently ability of the student increases from the duration of four point five minutes to four minutes. In intervention condition (B), the duration becomes shorter in one minute. At the baseline condition (A2) the duration becomes shorter, even without any intervention. Based on data analysis, it can be explained that direction tendency, stability tendency, data trending trend, and level change increase positively, and overlape percentage on inter-condition analysis is 0%. It can be concluded that the media videoscribe can improve reading fluently ability for student with learning disability.

scholarly journals Effects of Positive Strengthening on the Crying, Anger, and Jumping Behavior of Autistic Children in Surabaya Private Schools

2020 ◽  
Vol 8 ◽  
Author(s):  
Yohana Agatha Christina Ongkowidjojo ◽  
Herlan Praktikto
Keyword(s):  
Private School ◽  
Behavior Disorders ◽  
Positive Reinforcement ◽  
Behavioral Therapy ◽  
Positive Influence ◽  
Single Subject ◽  
Single Subject Research ◽  
Children's Behavior ◽  
Experimental Type ◽  
The Subject

This study aims to determine the effect of the use of behavior therapy with behavioristic methods for behavior disorders of children with autism. These behavioral disorders in the form of angry, crying, jumping behavior that appears when attending lessons at school. This research is an experimental type research. The method used is an experimental method with a single research subject or Single Subject Research (SSR). The research design used is Within Subject Design. The subject of the study was a 3-year-old boy in a private school in Surabaya. Data collection techniques through observation checklist of autistic children's behavior, and observation. The results of the analysis show that there is a positive influence on the use of behavioral therapy with positive reinforcement methods for autistic children's behavior disorders in the form of angry, crying and jumping behaviors. The behavior decreased after being given behavioristic therapy (Operant Conditioning)  by giving positive reinforcement in the form of praise and hugs. Positive reinforcement is given as a reward each time after the subject has targeted the behavior. The target behavior is angry, crying and jumping when in class. The behavior decreases when the child comes to school to take lessons in class.

scholarly journals APPLICATION OF SOLUTIONS-FOCUSED COUNSELING (SFC) TO IMPROVE STUDENT MOTIVATION: AN SINGLE SUBJECT RESEARCH

2018 ◽  
Author(s):  
Marlina - Marlina ◽  
Lintang Setiono ◽  
Marjohan
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Learning Motivation ◽  
Single Subject ◽  
Observation Data ◽  
Baseline Phase ◽  
Single Subject Research ◽  
Research Findings ◽  
The Subject ◽  
Improve Student Learning

This study aims to examine the effectiveness of solution-focused counseling to improve student learning motivation. The research method used is Single Subject Research with A-B-A design. The subject of this study was the eighth-grade students of SMP 13 Padang. Five children who had very low learning motivation as subjects of SFC intervention. Data collection instruments of this research are learning motivation scale, interview, and observation. Data analysis techniques are used with visual analysis of data and graphics. The findings of this study indicate that counseling focuses on effective solutions to improve student learning motivation on the subject of AF, AB, GL, AG, RZ, as a result of changes in counseling. Furthermore, SFC is also effective in increasing student motivation in the baseline phase to increase during an intervention. In addition, the target subject was active during the counseling process and satisfied with the SFC intervention provided by the counselor. Based on the research findings it is suggested that counselors apply SFC in counseling both individuals and groups. Research findings provide a theoretical contribution to SFC which is applied in improving learning motivation.

scholarly journals Flashcard for Enriching and Developing the Child Vocabulary with Speech Delay to Improve Lingual Skill

2019 ◽  
Vol 11 (2) ◽  
pp. 100
Author(s):  
C Dahniarti ◽  
M Siti ◽  
A Fajar
Keyword(s):  
Data Collection ◽  
Research Method ◽  
Quantitative Research ◽  
Single Subject ◽  
Speech Delay ◽  
Baseline Phase ◽  
Single Subject Research ◽  
Sensory Disorders ◽  
Research Techniques ◽  
The Subject

This study aims to enrich and developing vocabulary the child with speech delay by using flashcard. The subject of the research is the child who was late in speaking due to sensory disorders, Kindergarten 1, the age of 4 years old. The research method was single subject research quantitative research (single subject research). Techniques of analysis the data collection through observation of  baseline A and B, also documentation. The Results showed that baseline phase (A) phase to the intervention (B) are increasing, which means that the condition has increased after the intervention. Where in the baseline-2 (A2) phase to intervention (B) it is increased which means that the intervention can significantly improve the ability of the subject.

scholarly journals Meningkatkan Ketahanan Duduk Saat Proses Pembelajaran melalui Pemberian Reward kepada Siswa Autisme

2021 ◽  
Vol 7 (2) ◽  
pp. 142-150
Author(s):  
Yolanda Ismudar ◽  
Damri Damri
Keyword(s):  
Experimental Method ◽  
Learning Process ◽  
Initial Conditions ◽  
Single Subject ◽  
Research Approach ◽  
Analysis Tool ◽  
Single Subject Research ◽  
The Subject ◽  
Star Images ◽  
Intervention Condition

This study discusses the analysis of rewording in the form of stickers with star images, in increasing the duration of sitting endurance for autistic students during the learning process. This study used an experimental method with a single subject research approach. The subject of this study was a class VI autistic student who had a low duration of sitting resistance during the learning process in the classroom. Researchers made observations during seventeen meetings, all data were obtained through observation, interviews and action tests which were presented in graphic form. To measure the duration of sitting endurance, the researcher used a stopwarch analysis tool. Overall the results of the research on the initial conditions for five meetings were 2 minutes, 2 minutes, 4 minutes, 3 minutes 3 minutes. Furthermore, in the intervention condition during the seven meetings the researcher gave reword in the form of a star sticker image, the results were 4 minutes, 3 minutes, 4 minutes, 6 minutes, 5 minutes, 7 minutes, 8 minutes. At baseline A2 conditions obtained dudu resistance results After being given the treatment, namely 5 minutes, 5 minutes, 6 minutes, 7 minutes, 9 minutes. The results of this study prove that giving rewords in the form of star stickers in the learning process can increase the duration of sitting endurance for autistic students, but it is necessary to develop further research in this problem in different contexts and issues.

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