scholarly journals GAMBARAN KETERAMPILAN SOSIAL EMOSI ANAK AUTISM SPECTRUM DISORDER (ASD) DI SEKOLAH PAUD INKLUSI BUNDA GANESA

Edukid ◽  
2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Aulia Rahmawati Dewi ◽  
Juhanaini Juhanaini ◽  
Aan Listiana
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Social Skills ◽  
Early Childhood Education ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Childhood Education ◽  
Children With Asd ◽  
Education School

The Description of Social Emotional Skills Children with Autism Spectrum Disorder (ASD) in Paud Inklusi Bunda Ganesha.  Much research on emotional-social skills has been done; however, there is limited research on the emotional-social skills and stimulations for young children, especially those with Autism Spectrum Disorder (ASD). Therefore, the writer attempts to conduct research on ASD children focusing on their emotional-social skills. The problem in this research is formulated this way: “How are the emotional-social skills of children with Autism Spectrum Disorder in Bunda Ganesa Early Childhood Education School described?” The research adopted a descriptive method with the qualitative approach. Qualitative research was selected because this research emphasizes investigative efforts to (naturally) study the on-going phenomena in the finding of the emotional-social skills of children with ASD at Bunda Ganesa Early Childhood Education School. The research involved a four-year-old boy diagnosed with ASD. The research was conducted from October 1 – November 7, 2014. The findings show that children with ASD experience some obstacles, which support the existing theories, where children with ASD have difficulties in communicating, tend to avoid eye contact (not focused), and have difficulties in using gestures to communicate. In addition, children with ASD are inclined to enjoy being alone and become disinterested in playing with their friends. In the field, it is not impossible that the writer finds obstacles and problems during the writing of this undergraduate thesis. Teachers and schools are recommended to pay more attention and help improve the development of children with ASD because children have much potential to develop. Gambaran Keterampilan Sosial Emosi Anak Autism Spectrum Disorder (ASD) di Sekolah PAUD Inklusi Bunda Ganesa. Berbagai Penelitian Keterampilan Sosial emosional telah banyak dilakukan, namun dalam penjelasan tentang keterampilan sosial emosional serta stimulasi bagi anak usia dini masih sangat terbatas terutama bagi anak ASD. Untuk itu penulis mencoba meneliti anak ASD mengenai keterampilan sosial emosinya. Rumusan masalah dalam penelitian ini adalah Bagaimana Gambaran Keterampilan Sosial Emosi Anak Autism Spectrum Disorder di Sekolah PAUD Inklusi Bunda Ganesa. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kualitatif. Penelitian kualitatif atau kajian kualitatif digunakan dalam penelitian ini karena penelitian ini menekankan pada upaya investigatif untuk mengkaji secara ( alamiah), fenomena yang tengah terjadi dalam mengetahui keterampilan sosial emosi anak Autism Spectrum Disorder (ASD) di sekolah PAUD Inklusi Bunda Ganesa. Subjek penelitian yang terlibat dalam penelitian ini adalah Anak laki-laki yang berusia 4 tahun yang di diagnosa mengalami Autism Spectrum Disorder (ASD). Pelaksanaan dimulai dari tanggal 1 Oktober -7 November 2014. Hasil Penelitian yang ditemukan anak ASD ini mengalami beberapa hambatan yang sesuai dengan teori yang sudah ada, dimana anak yang mengalami ASD akan mengalami kesulitan berkomunikasi, ia akan menghindari kontak mata (tidak fokus), kesulitan dalam menggunakan sikap tubuh untuk berkomunikasi. Dan cenderung anak yang mengalami ASD ini lebih senang untuk menyendiri dan tidak tertarik untuk bermain bersama teman-temannya. Dalam pelaksanaan di lapangan penulis tidak menutup kemungkinan penulis menemui hambatan dan kendala-kendala yang muncul pada saat melakukan penulisan skripsi ini. Rekomendasi untuk Orangtua, Lembaga sekolah sebaiknya lebih memperhatikan dan membantu meningkatkan perkembangan anak ASD. Karna  ada beberapa perkembangan anak yang dapat terus dimotivasi agar berkembang.

A Viable Option?

2014 ◽  
pp. 143-162
Author(s):  
Julie E. N. Irish
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Cost Effectiveness ◽  
Virtual Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Viable Option ◽  
Children With Asd ◽  
Single User

This chapter considers whether a computer-aided technology, single-user virtual environments, can provide a viable option to teach social skills to children with Autism Spectrum Disorder (ASD). Viability is discussed in terms of key themes found in the literature: evidence-basis, generalizability, cost effectiveness, appropriateness for children with ASD, user experience, teacher’s contribution, and usefulness for caregivers. A matrix is developed to provide a viability rating for each theme. The chapter concludes that evidence-basis and generalizability for single-user virtual environments as an intervention to teach social skills to children with autism spectrum disorder is weak but that cost effectiveness, appropriateness to teenage children with ASD, positive experience of the user, and potential usefulness for caregivers is strong, whilst the teacher’s contribution is a mixed rating between ease of use for the teacher and the high one-on-one time commitment required.

scholarly journals Computer- and Robot-Assisted Therapies to Aid Social and Intellectual Functioning of Children with Autism Spectrum Disorder

Medicina ◽  
2019 ◽  
Vol 55 (8) ◽  
pp. 440 ◽  
Author(s):  
Joan DiPietro ◽  
Arpad Kelemen ◽  
Yulan Liang ◽  
Cecilia Sik-Lanyi
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Computer Assisted ◽  
Robot Assisted ◽  
The Past ◽  
Children With Asd ◽  
The Social

Background and objectives: Children with autism spectrum disorder (ASD) experience challenges with social interactions, a core feature of the disorder. Social skills therapy has been shown to be helpful. Over the past several years, computer-assisted and robot-assisted therapies have been infiltrating the social skills teaching environment. Rapid progress in the field of technology, especially in the robotics area, offers tremendous possibilities for innovation and treatment or even education for individuals with ASD. This paper’s purpose is to drive awareness of these innovative interventions in order to support the social lives of children with ASD. The aims of the paper are identifying (1) the types of Information Technology platforms that are being evaluated in computer and robot-assisted therapies for children with ASD; (2) the various disciplines or professions studying and utilizing these computer and robot-assisted social skill therapies; (3) the outcomes being evaluated in each trial; and (4) if results demonstrate benefits to children with autism. Materials and Methods: PubMed, CINAHL, Science Direct, and Web of Science databases were searched for clinical trials published over the past five years. Search terms incorporated the subject intersection of autism, and computer or robot-assisted therapy. Results were mined for pediatric populations only and study designs establishing controlled comparisons. Results: Eighteen unique international studies were identified that utilize robot interventions (11 studies) and serious computer game interventions (seven studies). Most demonstrated promising results in improving outcomes for children with ASD. Study implications reveal a rapidly evolving assistive technology for ASD social skills therapy. Conclusions: These interventions show considerable promise, but more effectiveness and cost effectiveness research of high quality should be carried out with larger numbers of children. Also, further studies are necessary to evaluate these technologies’ effectiveness amongst adults with ASD and within unique subsets of the higher functioning autism population.

Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis

2020 ◽  
Author(s):  
Rebecca West ◽  
Michael J Silverman
Keyword(s):  
Autism Spectrum Disorder ◽  
Clinical Practice ◽  
Social Skills ◽  
Music Therapy ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Advantages And Disadvantages ◽  
Children With Asd ◽  
Critical Interpretive Synthesis

Abstract Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.

Interrater Reliability of Early Childhood Education Professionals Involved in Developmental Surveillance for Autism Spectrum Disorder and Related Conditions

2017 ◽  
Vol 42 (2) ◽  
pp. 61-68 ◽  
Author(s):  
Beth Mozolic-Staunton ◽  
Michelle Donelly ◽  
Jacqui Yoxall ◽  
Josephine Barbaro
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Interrater Reliability ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Developmental Surveillance ◽  
Childhood Education ◽  
Early Signs ◽  
The Right

VALID AND RELIABLE TOOLS have recently been developed to accurately detect early signs of Autism Spectrum Disorder (ASD) and other developmental challenges in children as young as 12 months of age. Translation of research findings to practice and policy through routine implementation of evidence-based tools in the community, particularly early childhood education and childcare settings, is limited. This study establishes that the interrater reliability (IRR) of early childhood educators in administering the Social Attention and Communication Surveillance System (SACS-R) is very high ( k = 0.909). This paper reports the results of the first step in the Right Kids, Right Time, Right Services project—a prospective cohort study that aims to implement and evaluate routine developmental surveillance for early signs of social and communication challenges in young children in childcare settings.

A Viable Option?

2016 ◽  
pp. 2006-2024
Author(s):  
Julie E. N. Irish
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Cost Effectiveness ◽  
Virtual Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Viable Option ◽  
Children With Asd ◽  
Single User

This chapter considers whether a computer-aided technology, single-user virtual environments, can provide a viable option to teach social skills to children with Autism Spectrum Disorder (ASD). Viability is discussed in terms of key themes found in the literature: evidence-basis, generalizability, cost effectiveness, appropriateness for children with ASD, user experience, teacher's contribution, and usefulness for caregivers. A matrix is developed to provide a viability rating for each theme. The chapter concludes that evidence-basis and generalizability for single-user virtual environments as an intervention to teach social skills to children with autism spectrum disorder is weak but that cost effectiveness, appropriateness to teenage children with ASD, positive experience of the user, and potential usefulness for caregivers is strong, whilst the teacher's contribution is a mixed rating between ease of use for the teacher and the high one-on-one time commitment required.

Virtual Reality–Based Social Skills Training for Children With Autism Spectrum Disorder

2020 ◽  
pp. 016264342094560 ◽  
Author(s):  
Fengfeng Ke ◽  
Jewoong Moon ◽  
Zlatko Sokolikj
Keyword(s):  
Autism Spectrum Disorder ◽  
Virtual Reality ◽  
Social Skills ◽  
Learning Environment ◽  
Children With Autism ◽  
Skills Training ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Skills Learning

In this study, the researchers explored the usage of a virtual reality (VR)–based social skills learning environment for children with autism spectrum disorder (ASD). Using OpenSimulator, the researchers constructed a desktop VR-based learning environment that supports social-oriented role-play, gaming, and design by children with ASD. Seven 10–14 years old children with ASD participated in this VR-based social skills program for 20+ hr on average. Data were collected via screen recording and observation of play- and design-oriented social skills enactment and pre- and postintervention Social Communication and Skills Questionnaires. Participants demonstrated an increased level of successful social skills performance from the baseline to the intervention phase. The findings provided preliminary evidence for the usage of a VR-based social skills learning environment for children with ASD.

scholarly journals Measuring the Level of Socialization in Children with Autism Spectrum Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 16-24
Author(s):  
A.V. Khaustov ◽  
E.V. Rudneva
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Assistance ◽  
Children With Asd ◽  
Two Factors ◽  
Behavior Scale ◽  
Vineland Adaptive Behavior

Difficulties with socialization common for children with autism spectrum disorder (ASD) are a serious problem for their inclusion into educational settings. These socialization deficits are basically related to underdeveloped social skills. The paper describes a study aimed at revealing the level of socialization in children with ASD. The study involved 117 children aged 5–7 years and their parents. The children’s socialization level was measured with the Vineland Adaptive Behavior Scale. The outcomes showed that most children with ASD display low levels of socialization resulting in their inability to adequately communicate and cooperate with other people as in play, as in everyday life. Two factors were found to affect the level of socialization in the children: deficit of motivation and specific cognitive impairments. The paper argues for the necessity of developing a program for psychologi- cal and educational assistance aimed at forming social skills in children with ASD.

scholarly journals Context of The Inclusion of Children with Autistic Spectrum Disorder in Early Childhood Education

2021 ◽  
Vol 9 (1) ◽  
pp. 54-65
Author(s):  
Thelma Helena Costa Chahini ◽  
Isaac Pereira Viana
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Family Members ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Childhood Education ◽  
Staff Members ◽  
Children With Asd

The Autism Spectrum Disorder (ASD) is a Neurodevelopment Disorder which involves a few deficits pertaining to social and communication skills, as well as repetitive and restrictive behaviors. Brazilian law nº 12.764 of 2012 guarantees and protects the rights of those with ASD. This study’s main objective is to describe the process of inclusion of children with ASD in public institutions of Early Childhood Education in the city of São Luís, Maranhão state, based on the perception of family members and the staff from said institutions. An exploratory descriptive research with a qualitative approach was conducted in two Early Childhood Education institutions with attending ASD children. Participants were 4 family members of children with ASD and 16 staff members who worked with the ASD children in the institutions. After receiving the consolidated opinion from the Ethics Committee (CEP/CONEP/UFMA, Nº 2.891.951), data were collected through semi structured interviews consisting of two scripts: one for family members, and the other for staff. Results showed that although the majority of children with ASD were well treated and accepted by staff and other children without disabilities, there are still many barriers to overcome in the context of Inclusive Education in Early Childhood Education. Among these barriers are those caused by stigmas related to the disorder in question, as well as the fear and/or rejection by parents and other family members of the interaction between their non-disabled children and those with ASD. Most people working with ASD children still feel unprepared. There is a lack of partnership between the studied institutions and the family members of children with ASD, which leads to another barrier to their inclusion in Early Childhood Education.

Developing Social Skills of Children With Autism Spectrum Disorder for Physical Activity Using a Movement-Based Program

2020 ◽  
pp. 1-14
Author(s):  
Jihyun Lee ◽  
Seung Ho Chang ◽  
Jerred Jolin
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Social Skill ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Object Control ◽  
Children With Asd

The motor and social skill difficulties experienced by many children with autism spectrum disorder (ASD) can create challenges when participating in age appropriate physical activity contexts. Although behavioral interventions can increase the general social communicative skills of children with ASD, often the skills targeted are not relevant to physical activity contexts. Thus, this pilot study utilized a movement-based intervention program to support children with ASD in learning both social and movement skills that are relevant to physical activity contexts. Nineteen children with ASD with a mean age of 9.3 (±3.0) years participated in this program for 8 weeks, twice a week, at a recreation center as an afterschool activity. Six object control skills were selected and tested before and after the intervention because these gross motor skills were considered to elicit human interactions and place demands on social skills. Ten social skills were selected, aligned to each program context, taught, and evaluated. This intervention resulted in significant improvements in object-control skills for the participants. Additionally, there were significantly more participants who demonstrated improvements in their performance of the target social skills than who did not demonstrate improvements. These preliminary findings provide support for the feasibility of developing interventions that address social skill deficits in the context of physically active settings for children with ASD.

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