scholarly journals AN ANALYSIS OF VERBAL AND NON-VERBAL COMMUNICATION IN AUTISTIC CHILDREN

2021 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Weny Anita Febriantini ◽  
Rahima Fitriati ◽  
Lulud Oktaviani
Keyword(s):  
Social Interaction ◽  
Communication Skills ◽  
Developmental Disorder ◽  
Repetitive Behavior ◽  
Children With Autism ◽  
Verbal Communication ◽  
Autistic Children ◽  
Restricted And Repetitive Behavior

Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior.  Autistic is a person affected by autism. The level of autism of each individual is varied. It can range from mild to severe. Due to this condition, the person shares some symptoms of the difficulties with social interaction. To make them involved in social interaction, it needs special effort to make them be able to speech or communicate first. For this reason, there should be the use of the combination between verbal and non-verbal communication. Thus, this study attempted to investigate the process of using both kinds of communication in teaching children with autism since children are easier to be threated than adults. To make the distinct result, the participants were from different level of autism. Then, based on the observation and interview, the findings showed that the verbal and non-verbal communication used by the therapist in teaching the autistic children can enhance their social interaction and communication skills.

scholarly journals Pengalaman Ibu Yang Memiliki Anak Autis di Sekolah Luar Biasa (SLB) Binjai: Studi Fenomenologi

2018 ◽  
Vol 1 (1) ◽  
pp. 87-93
Author(s):  
Ayu My Lestari Saragih ◽  
Dewi Elizadiani Suza
Keyword(s):  
Social Interaction ◽  
Developmental Disorder ◽  
Repetitive Behavior ◽  
Sampling Technique ◽  
Children With Autism ◽  
Autistic Children ◽  
Purposive Sampling ◽  
Physical Problems ◽  
And Control ◽  
Phenomenological Design

Autis merupakan suatu gangguan perkembangan yang ditandai dengan adanya kekurangan pada aspek komunikasi dan interaksi sosial, kesulitan dalam melakukan komunikasi verbal dan non verbal, tingkah laku terbatas dan berulang. Pengalaman ibu yang memiliki anak yang autis penting untuk diperhatikan karena anak autis memerlukan bantuan dalam berperilaku, memenuhi aktivitas sehari-hari dan membutuhkan arahan dan pengawasan dalam berhubungan dengan orang lain yang menimbulkan ketergantungan yang tinggi pada orangtua khususnya ibu. Penelitian ini menggunakan desain fenomenologi yang bertujuan untuk mengeksplorasi pengalaman ibu yang memiliki anak autis di Sekolah Luar Biasa (SLB) Binjai. Teknik pengambilan sampel yang digunakan adalah purposive sampling dengan jumlah partisipan sebanyak delapan orang. Penelitian dilaksanakan pada bulan Maret sampai dengan Juni 2016. Analisa data menggunakan metode Collaizi. Penelitian ini menemukan 5 tema terkait dengan pengalaman ibu yang memiliki anak autis di Sekolah Luar Biasa (SLB) Binjai, yaitu (1) mengalami masalah psikologis dan fisik, (2) menerima kondisi anak yang mengalami autis, (3) memberi perawatan pada anak, (4) mengalami kendala dalam merawat anak, dan (5) harapan ibu terhadap anak yang mengalami autis. Berdasarkan hasil penelitian ini diharapkan dapat dijadikan sumber acuan dan pertimbangan sekolah untuk meningkatkan wawasan dan keterampilan dalam memberikan dukungan bagi ibu yang memiliki anak autis sehingga orangtua mengerti tentang autis dan perawatannya. Autism is a developmental disorder characterized by lack of  communication and social interaction, difficulties in verbal and non verbal communication, having restricted and repetitive behavior. The experiences of mothers who have autistic children are important to  understand because autistic children need helps to behave and to fulfill their daily activities. They also need advice and control over social interaction that lead to their high dependence on parents, especially mothers. This study used a phenomenological design and aimed to explore the experiences of mothers who have autistic children at Binjai Extraordinary School (SLB). The sampling technique used was purposive sampling. The participants composed of 8 children. This study was conducted from March to June 2016. Data were analyzed using Collaizi method. This study revealed 5 themes related to the experiences of mothers who have autistic children Binjai Extraordinary School (SLB), i.e. 1) suffering psychological and physical problems, (2) accepting the condition of children with autism, (3) giving care to children, (4) having problems in caring for children, and (5) mother's expectations for children with autism. It is expected that the results of this study used as  source of reference  for extraordinary schools to improve knowledge and skills for support mothers who have autistic children so that parents understand about autism and its treatment.

Distance Learning Rehabilitation of Autistic Reasoning

2011 ◽  
pp. 662-668 ◽  
Author(s):  
Boris Galitsky
Keyword(s):  
Distance Learning ◽  
Social Interaction ◽  
Communication Skills ◽  
Children With Autism ◽  
Mental States ◽  
Autistic Children ◽  
School Aged Children ◽  
Patterns Of Behavior ◽  
Psychological Studies

Recent psychological studies have revealed that autistic children can neither reason properly about mental states of themselves and others, nor understand emotions (Leslie, 1987; Perner 1991; Pilowsky, Yirmiya, Arbelle, & Mozes 2000). Autism is a multifactor disorder that is characterized by impaired social interaction and communication, combined with repetitive and stereotyped patterns of behavior, and affects up to 1% of school-aged children in some geographic areas. In this article we are concerned with the strategies of rehabilitation of reasoning to improve communication skills of children with autism.

scholarly journals Metode Glenn Doman Meningkatkan Kemampuan Interaksi Sosial Anak Autis

2018 ◽  
Vol 6 (1) ◽  
pp. 15
Author(s):  
Desy Aydillah ◽  
Rokhaidah Rokhaidah
Keyword(s):  
Statistical Analysis ◽  
Social Interaction ◽  
Research Design ◽  
Developmental Disorder ◽  
Sampling Technique ◽  
Children With Autism ◽  
P Value ◽  
Autistic Children ◽  
Complex Developmental Disorder

ABSTRACT Autism is a complex developmental disorder typically arises during the first three years of life, with one of its characteristics being a disorder of social interaction. This study was conducted to determine the effectiveness of Glenn Doman Method on the ability of social interaction of children with autism. This research uses experimental quasi research design with disign approach one group pretest posttest design. The sample used were 15 autistic children with total sampling technique. Data were analyzed by T-dependent test. The result of statistical analysis shows p value 0,000 (0,000

scholarly journals How to use the Advantages of AR and VR Technique to Integrate Special Visual Training Strategies in Non-Verbal Communication Skills Training for Children with Autism

2020 ◽  
Author(s):  
I-Jui Lee
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Visual Presentation ◽  
Verbal Communication ◽  
Autistic Children ◽  
Visual Training ◽  
Training Strategy ◽  
Interactive Games ◽  
The Social

Social communication is the basis of human interaction, as people transmit messages, their emotions, and some symbolic social content through oral or non-verbal communication. However, it is difficult for most children with autism to master, or understand, these non-verbal social communication skills. In recent years, Augmented Reality (AR) and Virtual Reality (VR) technology (A/VR technology) have been widely used in the social training of children with autism. This technology creates many learning states that are difficult to achieve in the traditional social training of autism, and they are mainly achieved through the sensory advantages of A/VR technology in the visual presentation and simulation of surreal state situations. This technology can provide more attractive interactive games and play strategies to help autistic children learn social reciprocity skills. Therefore, this paper discusses how A/VR technology can be used to construct a surreal visual training strategy in the non-verbal social training of autistic children and, by using different teaching strategies and visual training applications, to help them to improve their mastery of non-verbal social communication. Based on the findings, future researchers are offered some suggestions and references for the application of A/VR technology in the social training of autism.

PROSES KOMUNIKASI INTERPERSONAL ORANG TUA DENGAN ANAK AUTIS DALAM MEMBENTUK KEMANDIRIAN ANAK

Jurnal Common ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Tina Rakhmatin ◽  
Dian Amilia
Keyword(s):  
Interpersonal Communication ◽  
Nonverbal Communication ◽  
Children With Autism ◽  
Verbal Communication ◽  
Communication Process ◽  
Image Method ◽  
Autistic Children ◽  
Normal Children ◽  
Inhibiting Factors ◽  
Parents And Children

Penelitian ini bertujuan untuk mengetahui proses komunikasi interpersonal orang tua kepada anak autis di Kota Bandung. Untuk menjawab dari tujuan penelitian tersebut, peneliti menetapkan sub fokus pada Komunikasi verbal, komunikasi nonverbal, dan faktor penghambat. Penelitian ini menggunakan metode kualitatif dengan studi deskriptif dimana informan yang terlibat dalam penelitian ini berjumlah lima orang yang terdiri dari empat informan kunci sebagai orang tua dan satu informan pendukung psikolog anak sebagai informan pendukung. Hasil penelitian ini menunjukkan bahwa proses komunikasi interpersonal yang dilakukan antara orang tua dengan anak autis tidak seperti melakukan komunikasi dengan anak normal dan sulit untuk melakukan komunikasi agar dapat dipahami oleh anak autis. Komunikasi verbal yang dilakukan dengan autis harus jelas, tegas, singkat dan juga dengan menggunakan metode gambar, serta adanya kata-kata perintah yang diberikan demi kemandirian anak autis. Komunikasi nonverbal dilakukan dengan gerakan-gerakan ketika orang tua memberikan larangan kepada anak dengan menggunakan gerakan jari telunjuk yang mengacung kemudian digoyangkan, mereka akan segera berhenti melakukan hal tersebut dan memahami bahwa hal tersebut dilarang. Faktor penghambat dalam berkomunikasi dengan anak autis yaitu sulitnya melakukan kontak mata, kurangnya respon yang diberikan, kesulitan berbicara yang dialami anak autis, serta gangguan pada bidang sensori. --------------------------------------------------------------------------------- This study aims to determine the parent's interpersonal communication process to autistic children in the city of Bandung. To answer the purpose of the study, the researcher established a sub focus on verbal communication, nonverbal communication, and inhibiting factors. This study uses qualitative methods with descriptive studies where the informants involved in this study amounted to five people consisting of four key informants as parents and one informant supporting child psychologists as supporting informants. The results of this study indicate that the process of interpersonal communication carried out between parents and children with autism is not like communicating with normal children and is difficult to communicate so that it can be understood by children with autism. Verbal communication done with autism must be clear, firm, concise and also by using the image method, as well as the words of the commands given for the independence of autistic children. Nonverbal communication is carried out with movements when parents give a prohibition to children by using the movement of the index finger that is raised and then shaken, they will immediately stop doing that and understand that it is prohibited. Inhibiting factors in communicating with children with autism are difficulty in making eye contact, lack of response given, speech difficulties experienced by autistic children, and disturbances in the sensory field.

scholarly journals A Machine Learning and Integration Based Architecture for Cognitive Disorder Detection Used for Early Autism Screening

Electronics ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 516
Author(s):  
Jesús Peral ◽  
David Gil ◽  
Sayna Rotbei ◽  
Sandra Amador ◽  
Marga Guerrero ◽  
...  
Keyword(s):  
Input Data ◽  
Developmental Disorder ◽  
Distributed Processing ◽  
Repetitive Behavior ◽  
Developed Countries ◽  
Cognitive Disorder ◽  
Hidden Correlations ◽  
Restricted And Repetitive Behavior ◽  
Diverse Data

About 15% of the world’s population suffers from some form of disability. In developed countries, about 1.5% of children are diagnosed with autism. Autism is a developmental disorder distinguished mainly by impairments in social interaction and communication and by restricted and repetitive behavior. Since the cause of autism is still unknown, there have been many studies focused on screening for autism based on behavioral features. Thus, the main purpose of this paper is to present an architecture focused on data integration and analytics, allowing the distributed processing of input data. Furthermore, the proposed architecture allows the identification of relevant features as well as of hidden correlations among parameters. To this end, we propose a methodology able to integrate diverse data sources, even data that are collected separately. This methodology increases the data variety which can lead to the identification of more correlations between diverse parameters. We conclude the paper with a case study that used autism data in order to validate our proposed architecture, which showed very promising results.

Effects of Peer Training and Written Text Cueing on Social Communication of School-Age Children With Pervasive Developmental Disorder

2004 ◽  
Vol 47 (1) ◽  
pp. 126-144 ◽  
Author(s):  
Kathy S. Thiemann ◽  
Howard Goldstein
Keyword(s):  
Communication Skills ◽  
Pervasive Developmental Disorder ◽  
Social Communication ◽  
Developmental Disorder ◽  
Children With Autism ◽  
School Age Children ◽  
Peer Training ◽  
Written Text ◽  
Text Cues

This study consecutively examined the effects of 2 social interventions—peer training and written text treatment—on the social communication of 5 elementary students with pervasive developmental disorder. Each child with autism was paired with 2 peers without disabilities to form 5 triads. In Intervention 1 (peer training), peers were taught to use 5 facilitative social skills over 5 days. After peer training, 4 children with autism increased or used more stable rates of initiations and contingent responses overall. However, all children continued to demonstrate deficits in specific social-communication skills. Once Intervention 2 (direct instruction using written text cues) was implemented, increased use of 3 different communication skills was observed across all 5 participants. In addition, social validity outcomes revealed improved quality of child-peer interactions, 2 teacher reports of improved social skill development, and improved acceptance and friendship ratings for the children with autism. Results support the use of written text cues to improve children's social communication with peers, and suggest that combining approaches may be necessary to improve the quality of children's relationships.

Sign in / Sign up

Export Citation Format

Share Document