Hasil Pencarian  ::  Simpan CSV :: Kembali

"Children with autism have three clear characteristic, that is social problems, poor in two way interactions, communication problems and lack of imagination. Autism includes asperger's syndrome. It peeled with the statement taht there are many categories of autism, that were namely as austistic disorder, asperger's syndrome (Atypical austisme) and pervasive disorder. This study was conducted by using a concept paper to examine previous studies that have been undertaken in respect of children with asperger's syndrome. The objective of this study is to discuss the elements of storytelling include oral and written aspects that were used as learning techniques among asperger's syndrome. Studies were carried out by selecting the corresponding reference material to study as an objective assessment tool. The result showed that this learning techniques gaved a positive impact for children with asperger's syndrome and were able to act as a lifelong learning. This study would be beneficial to the further researcher in order to analyze the appropriate method to be applied to the children with asperger's syndrome in everyday life, as well as a catalyst for the reduction of communication disorders and language disorders that were face by those children. "

"Asperger's syndrome is a disorder of the development of social interaction, communication and behavior. This syndrome is a neuro development problems that give difficulties to the level of communication and often occur in the early stages of children. The objective of this study is to discuss the teaching techniques that were used as the best approach in development children with asperger syndrome. This study was conducted by using a concept paper to look at the studies that have been done by previous researchers that concerned about children with asperger syndrome. in addition, studies involving the rules that have been implemented to reduce the problem of social impairment and language disorders experiences by children with asperger syndrome. The result showed that the problem of social impairment and language disorders in children with asperger syndrome can be reduced with the implementation of a variety learning techniques as a teaching aid at home and school. This study would be beneficial for the next researcher in exploring the techniques and methods that are applicable in the lives of children with asperger syndrome and problems that accured among people with this syndrome can be reduced smoothly and successfully. "

"ABSTRAKArtikel ini membahas kerumitan seorang anak dengan sindrom Asperger dalam film Extremely Loud Incredibly Close 2011 . Film ini menceritakan kisah seorang anak Asperger berumur 9 tahun, Oskar Schell, yang kehilangan ayahnya dalam serangan 9/11. Fokus utama jurnal ini adalah bagaimana seorang anak dengan sindrom Asperger merasakan duka yang mendadak dalam hidupnya dan bagaimana ia menerimanya. Banyak akademisi telah membahas dan menganalisis novel dengan nama yang sama ini dari berbagai perspektif, seperti keramahan di lingkungan sekitar Oskar, melankolis yang dihadapi karakter, dan persamaan karakter Oskar dari novel lain. Namun, tidak ada yang fokus pada Oskar itu sendiri. Artikel ini akan fokus pada pengembangan Oskar menggunakan teori Kubler-Ross pada lima tahap kehilangan. Dengan fokus meningkatkan kemampuan Oskar, jurnal ini akan menggunakan perburuan pemulung sebagai media untuk menghubungkan antara teori Kubler-Ross dan proses yang dilakukan Oskar. Dengan demikian, penulis mencoba untuk menunjukkan perspektif baru bahwa sindrom Asperger dapat ditahan dan Oskar dapat meningkatkan kualitas sosialnya melalui duka yang dialaminya.

---

ABSTRACTThis article discusses the complexity of an Asperger Syndrome child in the movie Extremely Loud Incredibly Close 2011 . It tells the story of a 9-year-old Asperger, Oskar Schell, who lost his father in 9/11 attack. Its main focus would be how an Asperger Syndrome child perceives sudden grief in his life and how he processes it. Many scholars have discussed and analyzed the adapted novel with the same name from varied perspectives, such as the hospitality in the neighborhoods, the melancholy the characters are facing, and the similarities of Oskar from another novel. Nevertheless, none have focused on Oskar himself. This article will focus on the development of Oskar using Kubler-Ross rsquo; theory on five stages of grief. With the focus on improving Oskar rsquo;s ability, this journal will use scavenger hunt as a medium to link between Kubler-Ross rsquo; theory and the process Oskar goes through. Thus, the author tries to show a new perspective that Asperger Syndrome can be suppressed and socially improved through the grief that Oskar experiences. "

"Kurangnya keterampilan sosial merupakan inti utama hambatan yang dialami anak dengan sindroma asperger. Anak dengan sindroma asperger memiliki hambatan untuk memahami pikiran dan perasaan orang lain yang berakibat mereka tidak mampu memprediksi tingkah laku orang lain. Social StoriesTM merupakan salah satu strategi untuk membantu anak dengan sindorma asperger untuk dapat memahami dan bereaksi lebih tepat terhadap suatu situasi sosial. Melalui Social StoriesTM, anak dengan sindroma asperger dibantu untuk memahami perspektif orang lain, situasi sosial, dan bagaimana mereka harus bereaksi terhadap situasi sosial yang spesifik. Penelitian ini bertujuan untuk mengetahui efektivitas program intervensi Social StoriesTM dalam meningkatkan keterampilan sosial area eye contact dan joining in pada seorang anak dengan sindroma asperger usia 8 tahun. Hasil penelitian menujukkan bahwa penerapan Social StoriesTM efektif meningkatkan keterampilan sosial area eye contact dan joining in pada diri partisipan.

---

The lack of social skills is the core deficit of children with Asperger’s Syndrome. Those children have deficit to understand the thought and feeling of others that impact the inability to predict the behavior of others. Social StoriesTM is one of the strategies for helping children with Asperger’s syndrome to understand and respond a social situation appropriately. By using Social StoriesTM, children with Asperger’s syndrome can be helped to understand other’s perspectives, social situations, and how they should respond to a specific social situation.

The aim of this study is to determine the effectiveness of Social StoriesTM intervention programs to improve social skills in eye contact and joining in area for an 8-yearold child with Asperger’s Syndrome. The results showed that the Social StoriesTM intervention was effective to improve the social skills in eye contact and joining in area."

"Siswa dengan sindroma Asperger mempunyai kesulitan utama dalam interaksi sosial. Mereka kesulitan dalam menguasai keterampilan sosial, khususnya dalam memulai interaksi. Memulai interaksi merupakan keterampilan sosial penting yang dibutuhkan anak untuk terlibat dalam interaksi sosial dan mempelajari keterampilan sosial lain yang lebih kompleks. Intervensi dilakukan untuk memunculkan perilaku memulai interaksi dengan metode social story, yaitu cerita singkat yang dilengkapi gambar untuk meningkatkan pemahaman siswa mengenai situasi sosial yang dihadapi. Social story diberikan sebanyak enam kali dengan target perilaku memulai interaksi, yaitu menyapa, memulai pembicaraan dan meminjam barang. Penelitian menggunakan desain penelitian kasus tunggal dengan subjek siswa dengan sindroma Asperger yang memiliki taraf inteligensi perbatasan (IQ = 78, skala Stanford Binet). Metode pengukuran dilakukan dengan observasi tidak berstruktur dan wawancara berstruktur kepada guru dan orang tua siswa. Berdasarkan perbandingan hasil pengukuran sebelum dan sesudah intervensi ditemukan bahwa program social story belum berhasil memunculkan perilaku memulai interaksi pada siswa dengan Sindroma Asperger. Ketidakberhasilan ini dipengaruhi karakteristik subjek yang mempunyai keterbatasan dalam bahasa ekspresif, kurangnya kesempatan untuk mempraktekan perilaku memulai interaksi dan perlunya memasangkan metode social story dengan metode prompting.

---

The main difficulty of student with Asperger syndrome is in social interaction. It is difficult for the student to develop social skills that needed for social interaction, especially to initiate interaction. This difficulty prevent student to learn complex social skills and experience social involvement. The aim of the intervention is to stimulate social initiation behavior for student with Asperger syndrome by applying social story. a short story that equip with pictures to enhance social understanding for student with Asperger syndrome. Social story is given for six times to stimulate social intitiation for the following behavior, greeting, starting conversation and borrowing thing. The research design is single case design, the subject is student with Asperger syndrome that has borderline intellectual ability (IQ = 78, skala Stanford Binet). Unstructured observation and structured interview to teacher and parent are used as the measurement methods in the research. Based on the comparison between before and after intervention measurement, it is found that social story is not successfully to stimulate social initiation behavior for student with Asperger syndrome. Several reasons that prevented the intervention to be succesfull are, the subject characteristic as student with Asperger that has limited expresive language, limited chance to practice and apply the skills and to combine social story with prompting method."

"ABSTRAKPenelitian ini menguji tentang penggunaan intervensi social story untuk meningkatkan perilaku initiation dan joining in pada remaja laki-laki penyandang sindroma asperger, yang berusia 13 tahun. Masalah Keterampilan sosial merupakan karakteristik utama individu dengan sindroma asperger. Pada penelitian ini, anak mengalami defisit dalam perilaku initiation dan joining in. Social story digunakan untuk mengajarkan perilaku-perilaku yang defisit pada anak dengan sindroma autis termasuk asperger. Social story merupakan intervensi yang fokus pada pembelajaran isyarat dan perilaku sosial untuk anak dengan sindroma autis termasuk asperger, agar mereka dapat berinteraksi secara tepat dan sesuai dengan aturan sosial yang berlaku di masyarakat. Perilaku initiation dan joining in meningkat setelah intervensi selesai dilakukan. Hal ini konsisten terjadi saat anak berinteraksi dengan teman baik di rumah maupun di sekolah. Studi ini menambah kajian penelitan yang menggunakan social story untuk meningkatkan keterampilan sosial pada remaja dengan sindroma asperger, khususnya perilaku initiation dan joining in.

---

ABSTRACTThis research was about using social story to improve social intervention behaviors of initiation and joining in for a teenage boy with asperger’s syndrome who being 13 years old. Deficit in social skills are the major issue of individu with asperger’s syndrome. In this research, the participant is having deficits in behaviors of initiation and joining in. Social story teached deficit behaviors in children with autism (ASD), including asperger’s syndrome. Social story intervention focus on teaching children with ASD including Asperger the social cues and behaviors that they need to know to interact with others in a socially appropriate manners. Behaviors of initiation and joining in improved after intervening done. This results were consistent occurs when the participant of interacting with friends at home and school. This research may add to the literature of study about the using social story intervention to improve social skills for adolescent with asperger’s syndrome, specially in the behaviors of initiation and joining in."