scholarly journals Character Development Creativity in Unit Blocks for Visual Spatial Intellegence Improvement of Children with Special Needs

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Muhammad Imam Tobroni
Keyword(s):  
Neurodevelopmental Disorder ◽  
Children With Autism ◽  
Repetitive Behaviour ◽  
Spatial Intelligence ◽  
Autism Treatment ◽  
Visual Spatial ◽  
Unit Block ◽  
Character Design ◽  
Different Shapes ◽  
Vision Therapy

Autism is a neurodevelopmental disorder that is present from birth or early childhood. People with autism usually have impaired social interaction, difficulties in verbal and non- verbal communication, and repetitive behaviour. One of the forms of autism treatment is therapy. Vision therapy through toys that require concentration and creativity is able to treat autism as it won’t limit the imagination of children with the disorder. Toys usually have their own patterns and programs that tend to limit children’s creativity, imagination and visual and spatial intelligence. This can lead to children’s stress and lack of confidence. A character design on unit block toys is a form of vision therapy. It develops children’s visual and spatial creativity and intelligence. It also helps children to be independent and helps with their perception. Unit blocks consist of pieces of wooden blocks with different shapes and sizes that can form even bigger shapes, based on children’s imagination and ability to design a space or a building. Children’s visual and spatial intelligence help them visualize and notice shapes, colours, spaces, and designs of the unit blocks accurately, modify their surroundings based upon their perceptions, and recreate the aspects of their visual experiences. Playing Lego blocks will help develop the visual spatial intelligence of children with autism as it stimulates their ability to express ideas and to design a character the way they like. 

Optometric Vision Therapy for Visual Deficits and Dysfunctions: A Suggested Model for Evidence-Based Practice

2015 ◽  
pp. 290-339
Keyword(s):  
Speech Therapy ◽  
Evidence Based Practice ◽  
Behavioural Therapy ◽  
Evidence Based ◽  
Neural Pathways ◽  
Central Processing ◽  
Visual Deficits ◽  
Visual Spatial ◽  
Functional Vision ◽  
Vision Therapy

Evidence from neural science supports a neuroplasticity thesis where the development and rehabilitation of functional neural pathways can be facilitated by management of biological factors, central processing and environmental interactions. Healthy eyes and clear sight are not themselves sufficient for efficient functional vision. How a person uses vision determines their operational skill. Efficient functional vision requires dynamic interactions between and within visual receptive and reflexive biology, acquired neural networks that serve basic visual inspection processes and visuo-cognitive operational patterns driving top down visual – spatial analysis and problem solving. This presentation is a review and discussion of evidence-based practice (EBP) principles that we utilise in clinical neuro-developmental and rehabilitative optometric vision therapy (OVT) for selected visual deficits and dysfunctions. OVT services, like other collaborative therapies such as cognitive behavioural therapy, speech therapy and occupational therapy, must progressively adapt to new knowledge and advancing technology through EBP. Clinical services directed at treatable neuro-developmental and acquired dynamic functional vision problems require the application of an emerging set of principles resulting from systematic logic and EBP related to the art and science of case analysis, practice management and OVT delivery.

scholarly journals PENGEMBANGAN INSTRUMEN BAKU KECERDASAN JAMAK ANAK USIA DINI

2014 ◽  
Vol 25 (2) ◽  
pp. 123-137
Author(s):  
Martini Jamaris
Keyword(s):  
Research And Development ◽  
Multiple Intelligences ◽  
Literature Study ◽  
Literature Research ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Intrapersonal Intelligence ◽  
Selection Of

Abstract: This reasearch was done in the form of research and development. The reason underlied the selection of the reasearch method was because the purpose of the reseacrh was to develop a valid and realiable instrument which can be used to measure the multiple-intellegences of the 4-5 years old childen. The multiple-intelligences measured were consisted of eigth dimensions, there were: verbal/linguistic intelligence, logical mathematical intelligence, visual spatial intelligence, intrapersonal intelligence, interpersonal intelligence, bodily/kinesthetic intellgence, music/rythmic intelligence and naturalist intelligence. Based on the need in researching and developing, therefore, the study was conducted in two faces, as folowed : (1) the first face was literature research aiming to analyzed and synthesis concepts, principles, and theories. The result of the literature study was used formulte the construct of multiple intelligences, especially for the 4-5 years old children; (2) the second face was to define and to develop the valid and reliable multiple intelligences instrument for the 4-5 years old children. Abstrak: Penelitian ini dilakukan dengan metode research and Development. Alasan pemilihan metode tersebut karena tujuan penelitian ini adalah mengembangkan validitas dan reliabilitas suatu instrumen yang bisa digunakan untuk mengukur kecerdasan majemuk anak usia 4-5 tahun. Kecerdasan majemuk dikur dengan delapan dimensi, yaitu: kecerdasan bahasa/verbal, kecerdasan logika matematika, kecerdasan visual, kecerdasan intrapersonal, kecerdasan interpersonal, kecerdasan gerak/kinestetik, kecerdasan musik, dan kecerdasan natural. Berdasarkan penelitian dan pengembangan, oleh karena itu, penelitian ini dilaksanakan dalam dua tahap, yaitu: (1) tahap pertama adalah penelitian literatur yang bertujuan untuk menganalisis dan mensintesis konsep, prinsip, dan teori. Hasil dari penelitian literatur digunakannnya rumus untuk mengkonstruksi kecerdasan majemuk. Khususnya anak usia 4-5 tahum, (2) tahap kedua yaitu mendefinisikan dan mengembangkan validitas dan reliabiltas instrumen kecerdasan majemuk untuk anak usia 4-5 tahun. Kata Kunci: penelitian dan pengembangan, kecerdasan majemuk, instrumen validitas dan reliabilitas, anak usia 4-5 tahun, penelitian literatur, mendefinisikan dan mengembangkan

scholarly journals KECERDASAN SPASIAL DALAM MEMAHAMI TRIMATRA: STUDI STRATEGI PEMBELAJARAN MATA KULIAH NIRMANA 2 (TRIMATRA)

PRASI ◽  
2020 ◽  
Vol 15 (01) ◽  
pp. 10
Author(s):  
Ernawati Ernawati
Keyword(s):  
Learning Strategies ◽  
Theory And Practice ◽  
Research Approach ◽  
Design Modification ◽  
Art And Design ◽  
Design Elements ◽  
Spatial Intelligence ◽  
Visual Spatial ◽  
Kurt Lewin ◽  
Design Students

ABSTRAK           Tujuan penelitian ini untuk  berdiskusi strategi pembelajaran yang oftimal sehingga tercapai tujuan  sesuai dengan visi dan  misi mata kuliah Nirmana 2 (Trimatra) yang tercantum pada kurikulum. Metode pada penelitian ini menerapkan metode tindakan kelas (PTK) dengan pendekatan model PTK dari Kurt Lewin. Nirmana 2 (Trimatra) mempersiapkan mahasiswa untuk memiliki kepekaan rasa, ketajaman analisis visual dan pemahaman mendalam terhadap ilmu dasar seni rupa dan desain. Nirmana berpengaruh terhadap mata kuliah lainnya yang berhubungan denagn teori maupun praktik desain komunikasi visual. Modifikasi strategi pembelajaran nirmana 2 (Trimatra) dengan kontekstual (visual-spasial) dan evaluasi penilaian mampu menjadi poin penting dalam mengatur suasana kelas yang kondusif, meningkatkan kualitas semangat belajar dan menigkatkan pemahaman serta kreativitas mahasiswa untuk berkarya.Katakunci : Nirmana 2,  Spasial, Strategi Pembelajaran, visualABSTRACT          The purpose of this study is to discuss optimal learning strategies so that the objective is achieved under the vision and mission of Nirmana II (Trimatra) courses listed in the curriculum. The method in this study applied classroom action research (PTK) with the research approach from Kurt Lewin, which aimed to explore the strategic roles of the spatial intelligence learning toward the process of students’ creativity development in Nirmala learning. Arts and design students have a close relationship with creativity and sensitivity in which they need preparation in understanding the governance of design elements. Spatial intelligence is an ability to visualize the ideas relating to space and place. Spatial intelligence is an intelligence possessed by most fine art and design students. Nirmana II (Trimatra) prepares students to have a sense of taste, sharpness of visual analysis, and a deep understanding of the basic fine arts and design. Nirmana influences other courses relating to the theory and practice of visual communication design. Modification of the Nirmana II learning strategy (Trimatra) with contextual (visual-spatial) and evaluation assessment can be important points in managing a conducive classroom atmosphere, improving the quality of enthusiasm for learning, and increasing students' understanding and creativity to work. The analysis process is done by collecting data that is measurable.Keywords: Nirmana II, spatial, learning strategies, visual  

scholarly journals EFFECT OF AUDIO THERAPY USING AL-QUR'AN MURROTAL ON BEHAVIOR DEVELOPMENT IN CHILDREN WITH AUTISM

2017 ◽  
Vol 3 (5) ◽  
pp. 470-477
Author(s):  
Anjar Astuti ◽  
Suryono Suryono ◽  
Melyana Nurul Widyawati ◽  
Ari Suwondo ◽  
Mardiyono Mardiyono
Keyword(s):  
Neurodevelopmental Disorder ◽  
Alternative Therapy ◽  
Children With Autism ◽  
Simple Random Sampling ◽  
Behavioral Development ◽  
Control Group ◽  
P Value ◽  
Significant Difference ◽  
The Mean ◽  
And Control

Background: Autism is a neurodevelopmental disorder. Audio therapy is considered as one of the complementary therapies to improve the behavior of children with autism.Objective: This study was to analysis the effectiveness of the Al-Qur'an murrotal audio therapy on behavioral development in children with autism.Methods: This study was a true-experimental research using pretest and posttest approach with control group. This research was conducted on November 2016 in the Autism Foundation of Semarang City. There were 30 samples were selected using simple random sampling, with 15 samples assigned in the experiment and control group. Mann Whitney and Wilcoxon tests were used for data analysis in this study.Results: Results showed that there was a significant difference in the mean of behavioral development after given intervention between the experiment group and control group with p-value 0.034 (<0.05). The mean of behavioral development in the experiment group (4.53) was higher than the mean in the control group (3.47).Conclusion: The Al-Qur'an murrotal audio therapy is effective to develop behavior of children with autism. Therefore, it is expected that this audio therapy can be applied an alternative therapy for children with autism.

Individualizing and Combining Treatments in Autism Spectrum Disorder

2017 ◽  
Vol 26 (2) ◽  
pp. 114-119 ◽  
Author(s):  
Giacomo Vivanti
Keyword(s):  
Autism Spectrum Disorder ◽  
Early Intervention ◽  
Treatment Response ◽  
Research Agenda ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Intervention Programs ◽  
Rational Approach ◽  
Autism Treatment ◽  
Treatment Individualization

Although several early intervention programs can be efficacious in improving outcomes of children with autism, treatment response is variable, leading most families to enroll their child in several interventions simultaneously. Because knowledge on the effects of combining different therapies is limited, it is critically important to develop and test predictions on how the “active ingredients” of different interventions interact with child characteristics and with one another when combined. An obstacle to this research agenda is the “pre-paradigmatic” stage of the autism early intervention field, in which many practices are organized around seemingly irreconcilable vocabularies. I argue that a formalization of the explanatory structures informing different treatments—based on the four parameters of logical coherence, falsifiability, parsimony, and consilience—can provide a conceptual lingua franca for the formulation of testable hypotheses on treatment individualization and combination, thus facilitating a more coherent and rational approach to research in this area.

The Use of Hand Gestures to Communicate About Nonpresent Objects in Mind Among Children With Autism Spectrum Disorder

2015 ◽  
Vol 58 (2) ◽  
pp. 373-382 ◽  
Author(s):  
Wing-Chee So ◽  
Ming Lui ◽  
Tze-Kiu Wong ◽  
Long-Tin Sit
Keyword(s):  
Autism Spectrum Disorder ◽  
Intervention Program ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Spatial Skills ◽  
Typically Developing Children ◽  
Visual Spatial ◽  
Children With Asd

Purpose The current study examined whether children with autism spectrum disorder (ASD), in comparison with typically developing children, perceive and produce gestures to identify nonpresent objects (i.e., referent-identifying gestures), which is crucial for communicating ideas in a discourse. Method An experimenter described the uses of daily-life objects to 6- to 12-year-old children both orally and with gestures. The children were then asked to describe how they performed daily activities using those objects. Results All children gestured. A gesture identified a nonpresent referent if it was produced in the same location that had previously been established by the experimenter. Children with ASD gestured at the specific locations less often than typically developing children. Verbal and spatial memory were positively correlated with the ability to produce referent-identifying gestures for all children. However, the positive correlation between Raven's Children Progressive Matrices score and the production of referent-identifying gestures was found only in children with ASD. Conclusions Children with ASD might be less able to perceive and produce referent-identifying gestures and may rely more heavily on visual–spatial skills in producing referent-identifying gestures. The results have clinical implications for designing an intervention program to enhance the ability of children with ASD to communicate about nonpresent objects with gestures.

Healthcare for children with autism: the Autism Treatment Network

2009 ◽  
Vol 21 (6) ◽  
pp. 828-832 ◽  
Author(s):  
Daniel Coury ◽  
Nancy E Jones ◽  
Kirsten Klatka ◽  
Brian Winklosky ◽  
James M Perrin
Keyword(s):  
Children With Autism ◽  
Treatment Network ◽  
Autism Treatment
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