scholarly journals Online Training: An Alternative Solution of the Empowerment for Parents of Children with Autism

2021 ◽  
Vol 5 (2) ◽  
pp. 175
Author(s):  
Herlina Herlina ◽  
Rudi Susilana
Keyword(s):  
Social Skills ◽  
Intervention Program ◽  
Children With Autism ◽  
Online Training ◽  
Field Trials ◽  
Autism Spectrum ◽  
Intervention Programs ◽  
Social Skills Intervention ◽  
Before And After ◽  
The Right

Parents need to understand how important it is to provide proper treatment in dealing with children with autism. The effort is with an intervention approach technique, but some parents often experience difficulties in making intervention efforts. One solution to the problem that can be done is by establishing the Independent Intervention Program Online Training (PIM). This study aims to prove that the Independent Intervention Program Online Training or PIM is an effective way to empower parents in dealing with children with autism. The research was conducted through field trials involving 11 parents of children with autism from a number of cities in Indonesia. Subjects were provided PIM Online Training by platforms such as Zoom, Website, and WhatsApp. Training effectiveness data is seen from the results of the subject's self-evaluation before and after training. The results showed that after participating in the PIM Online Training, parents saw themselves better in understanding the concept of Autism Spectrum Disorder (ASD), social skills, intervention, and individual intervention programs, as well as skills in designing intervention programs for children with disabilities. autism, compared to pre-training conditions. Based on these results, PIM Online Training is expected to be the right solution to empower parents in designing social skills intervention programs for children with autism, without limitation of time, place and cost.

Effects of a Social Skills Intervention on Children with Autism Spectrum Disorder and Peers with Shared Deficits

2017 ◽  
Vol 40 (2) ◽  
pp. 233-262
Author(s):  
Keith C. Radley ◽  
Roderick D. O'Handley ◽  
Allison A. Battaglia ◽  
John D. K. Lum ◽  
Komila Dadakhodjaeva ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Skills Intervention

scholarly journals Keefektifan Strategi Visual Dalam Pembelajaran Keterampilan Sosial Pada Anak Dengan Kondisi Spektrum Autis Tipe Sindroma Asperger (ASD)

2016 ◽  
Vol 1 (2) ◽  
Author(s):  
Wawan Ridwan Mutaqin
Keyword(s):  
Social Skills ◽  
Descriptive Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Body ◽  
Spectrum Disorder ◽  
Visual Strategy ◽  
Before And After ◽  
Visual Strategies ◽  
Teachers And Parents

Abstract: Visual Strategy, Learning Social Skills, Autis Spectrum Disorder (ASD. Tantrum behavior is a behavior that often appears in children with autism spectrum, in the form of behavioral tantrums, anger outbursts, screams, cries, banging his head, banging, kicking, rolling and rigidity of the body. It often makes teachers and parents are confused about it. Usually teachers or parents are always trying to explain verbally to the child, but the results, the child remains tantrums if it wishes to buy food or toys when school is not met. This study aims to determine the effectiveness of the application of visual strategies to address the tantrum behavior in children with autism condition Spectrum Disorder (ASD). This research is a qualitative descriptive analysis. Sampling was done by sampling techniques with specific criteria (purposive sampling). Informants in this study is a teacher assistant (shadow teacher), parents and classroom teachers. The results showed that (1) the planning of learning social skills with visual strategy was well planned but the system documentation is still general, (2) the implementation of learning social skills with visual strategy done in the classroom and outside the classroom, using the drawings concerning a actions to be performed by children, (3) evaluation of learning social skills with visual strategies have been implemented during the learning process and at the end of the study, but has not been well documented, (4) the use of visual strategies in learning social skills in children ASD types Asperger syndrome rated very effective views of a significant change in behavior before and after learning social skills with visual strategy. The implications of this study that the TPP Al-Firdaus need to use visual strategies in learning social skills in autistic children and improve the quality of teachers and therapists to use visual strategies for learning and therapy for children with autism more optimal.

Long-term outcomes of parent-assisted social skills intervention for high-functioning children with autism spectrum disorders

Autism ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 255-263 ◽  
Author(s):  
Josh Mandelberg ◽  
Fred Frankel ◽  
Tina Cunningham ◽  
Clarissa Gorospe ◽  
Elizabeth A Laugeson
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Social Skills Intervention ◽  
Long Term Outcomes ◽  
High Functioning ◽  
Spectrum Disorders

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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