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"Pada usia prasekolah, anak mengalami peningkatan pikiran kreatif, bahasa dan perilaku. Kompetensi sosial pada tahap ini berdampak jangka panjang terhadap perkembangan di usia dewasa. Diduga kompetensi sosial berkaitan erat dengan masalah sensori, namun penelitian mengenai hubungan keduanya masih terbatas, terutama pada anak tipikal. Sehingga, penelitian ini bertujuan untuk melihat hubungan sensori terhadap kompetensi sosial pada anak usia prasekolah di Indonesia. sampel diambil sebanyak 56 anak usia 3-6 tahun dari TKIT Insan Aulia dan TKIT YAPIDH. Alat ukur yang digunakan adalah Short Sensory Profile (SSP) serta Social Competence Scale Parent Version (SCS-PV) melalui kuisioner. Hasil analisis komparasi menunjukan kelompok profil sensori yang lebih baik memiliki kompetensi sosial yang lebih tinggi (p = 0,035). Hasil uji korelasi juga menemukan hubungan positif (r = 0,100) walaupun secara statistik tidak signifikan (p = 0,222) analisis lanjutan menemukan korelasi positif antara respon kurang/pencari sensasi dengan regulasi emosi ditemukan hubungan signifikan antara keduanya (r = 0.267, p = 0.047). Penelitian juga menemukan bahwa profil sensori tidak dipengaruhi usia, jenis kelamin, atau Pendidikan. Serta skor kompetensi sosial anak perempuan lebih tinggi. Penelitian ini menyimpulkan bahwa hubungan antara seluruh aspek profil sensori dapat berdampak beragam dengan kompetensi sosial pada anak prasekolah.

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At preschool age, children experience an increase in creative thinking, language, and behaviour. Social competence during this stage has a long-term impact on development into adulthood. It is suspected that social competence is closely related to sensory processing, but research on this relationship remains limited, especially in typical children. Thus, this study aims to look at the relationship between sensory and social competence in preschool children in Indonesia. 56 children aged 3-6 years were sampled from TKIT Insan Aulia and TKIT YAPIDH. The measuring instruments used were Short Sensory Profile (SSP) and Social Competence Scale Parent Version (SCS-PV) through questionnaires. Comparative analysis showed that children with better sensory profiles had significantly higher social competence (p = 0.035). Correlation analysis revealed a positive but statistically non-significant relationship (r = 0.100; p = 0.222). Further analysis found a significant correlation between under-responsiveness/sensation seeking and emotion regulation (r = 0.267; p = 0.047). The study also found that sensory profiles were not influenced by age, gender or education, while social competence was higher in girls. This study concludes that the relationship between all aspects of sensory profile can have a diverse impact on social competence in preschool children."

"Penelitian ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara mediasi televisi oleh orang tua dan kompetensi sosial pada anak usia prasekolah (3 – 5 tahun). Mediasi televisi terbagi menjadi tiga tipe, yaitu mediasi aktif, restriktif, dan pendampingan. Di sisi lain, kompetensi sosial dilihat dari adanya keterampilan sosial dan ketiadaan masalah perilaku. Pengukuran mediasi televisi oleh orang tua menggunakan Skala Mediasi Televisi yang dibuat oleh Valkenburg, dkk. pada tahun 1999 dan pengukuran kompetensi sosial menggunakan The Preschool Social Skill Rating System, Parent Form yang dibuat oleh Gresham dan Elliot pada tahun 1990. Responden penelitian berjumlah 185 orang tua yang memiliki anak berusia prasekolah (3 - 5 tahun). Hasil penelitian ini menunjukkan terdapatnya hubungan positif yang signifikan antara ketiga tipe mediasi televisi yang dilakukan orang tua dan keterampilan sosial anak usia prasekolah. Artinya, ketika orang tua melakukan mediasi aktif, restriktif, atau pendampingan, anak menunjukkan keterampilan sosial yang lebih tinggi. Namun penelitian ini menunjukkan bahwa tidak terdapat hubungan yang signifikan antara ketiga tipe mediasi dan masalah perilaku.

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This study was conducted to find the relationship between parental television mediation and social competence among preschool children. Television mediation is divided into three types, which is active, restrictive, and coviewing mediation. On the other hand, social competence concept includes social skills and problem behavior. Parental television mediation was measured using an adaptation instrument of Television Mediation Scale by Valkenburg, etc. in 1999 and social competence was measured using an adaptation instrument of The Preschool Social Skill Rating System, Parent Form, by Gresham and Elliot in 1990. Respondent of this study are 185 parents who have preschool age children.

The result of this study show that the three types of parental television mediation trait positively and significantly correlated with preschool children’s social skills. That is, when parents do active, restrictive, or coviewing mediation, preschool children show a higher social skills. Moreover, this study also shows that the three types of parental television mediation have no correlation with preschooler’s problem behavior."

"Usia prasekolah merupakan usia emas dalam pembentukan perilaku prososial anak dan menentukan perilaku prososial di usia perkembangan berikutnya. Berbagai metode perlu digali untuk memaksimalkan perilaku prososial, salah satunya dengan metode permainan imajinatif. Penelitian ini bertujuan untuk mengetahui hubungan antara permainan imajinatif dan perilaku prososial dengan kontrol inhibisi sebagai moderator. Alat ukur yang digunakan berupa Strengths and Difficulties Questionnaire (SDQ) dimensi Perilaku Prososial, Child Imagination Questionnaire (CIQ), dan Tugas Kepala-Pundak-Lutut-Kaki. Partisipan merupakan anak prasekolah berusia 3-6 tahun (N=75). Orang tua dan guru anak juga dilibatkan untuk mengadministrasikan data. Hasil menunjukkan bahwa terdapat perbedaan hasil antara penilaian guru dengan orang tua. Pada penilaian guru, ditemukan adanya hubungan yang signifikan antara permainan imajinatif dengan perilaku prososial. Kontrol inhibisi juga ditemukan dapat memoderasi hubungan permainan imajinatif dengan perilaku prososial. Sementara, pada data orang tua tidak terdapat hubungan antara ketiga variabel. Begitu juga dengan kontrol inhibisi yang tidak dapat memoderasi hubungan antara permainan imajinatif dengan perilaku prososial. Perbedaan hasil ini dijelaskan lebih lanjut di dalam naskah.

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Preschool age is a crucial period to foster children's prosocial behavior using imaginative play. This study aims to determine the relationship between imaginative play and prosocial behavior, with inhibitory control as a moderator. The instruments used were the Strengths and Difficulties Questionnaire (SDQ) dimensions of prosocial behavior, the Child Imagination Questionnaire, and Head-Shoulders-Knees-Feet Play. Participants were preschool children aged 3-6 years (N = 75). Parents and teachers of children are also involved in administering the data. The results showed that there were differences in the assessment results between teachers and parents. The teachers' assessment result shows a significant relationship between imaginative play and prosocial behavior, and inhibitory control can moderate the relationship between imaginative play and prosocial behavior. However, the correlation among the three variables was found to be non-significant in the parents’ assessment. Inhibitory control also cannot moderate the relationship between imaginative play and prosocial behavior. The different results between teachers' and parents' assessments are analyzed further for possible explanations."

"Beberapa penelitian telah menemukan adanya hubungan antara kompetensi social dan executive function, namun masih terdapat inkonsistensi hubungan antara komponenkomponen di dalamnya. Penelitian ini betujuan untuk mengeksplorasi kontribusi dari komponen hot dan cool dalam executive function, dan factor jenis kelamin dalam memprediksi kompetensi sosial pada anak usia 60-72 bulan. Pengukuran kompetensi sosial dilakukan melalui kuesioner PKBS SKala A yang telah diadaptasi dalam bahasa Indonesia. Pengukuran executive function dilakukan melalui tes performa pada battery task Backward Word Span, Rumput/Matahari, Dimension Change Card Sort, dan Gift Delay. Metode statistik inferensial yang digunakan dalam penelitian ini adalah independent sample t-test, dan standard multiple regression. Hasil dari penelitian ini menunjukkan bahwa baik faktor jenis kelamin, maupun komponen hot dan cool executive function tidak dapat memprediksi kompetensi sosial pada anak usia 60-72 bulan secara signifikan. Meskipun begitu, dalam penelitian ini ditemukan korelasi yang signifikan antara komponen hot executive function dengan faktor jenis kelamin dan kompetensi sosial pada anak usia 60-72 bulan.

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Few researches had found correlation between social competence and executive function, though there had also been inconsistency in between. This research was conducted to investigate the contribution of hot and cool executive function, and factor of sex in predicting social competence on 60-72 months children. Social competence was measured using PKBS Skala A which consisted of 34 items.

Executive function was measured using performance battery test which consisted of Backward Word Span, Rumput/Matahari, Dimension Change Card Sort, and Gift Delay task. Inferential statistic method used in this research were independent sample t-test, and standard multiple regression.

The result showed that there was no significant contribution of sex, hot and cool executive function in predicting social competence on 60-72 months children. However the result also showed that there was a significant correlation between hot executive function and sex, and between hot executive function and social competence on 60-72 months children."

"Kompetensi sosial merupakan tugas perkembangan yang krusial serta perlu untuk dioptimalkan bagi anak usia prasekolah karena pada rentang usia ini terjadi peningkatan kompleksitas dan variasi interaksi sosial. Penelitian sebelumnya sudah menemukan bahwa stres pengasuhan dan perilaku pengasuhan orangtua secara signifikan memengaruhi perkembangan kompetensi sosial anak usia prasekolah. Hanya saja, mekanisme hubungan antara stres pengasuhan, perilaku pengasuhan orangtua, dan perkembangan kompetensi sosial anak belum banyak diteliti. Penelitian kali ini bertujuan untuk mempelajari peran autonomy support Ibu sebagai mediator dalam hubungan antara stres pengasuhan dan kompetensi sosial anak prasekolah. Metode convenience sampling digunakan untuk merekrut partisipan. Terdapat 56 anak usia 48-72 bulan beserta Ibunya yang berpartisipasi dalam penelitian ini. Autonomy support Ibu diobservasi melalui kegiatan interaksi bersama anak dalam mengerjakan puzzle. Kompetensi sosial anak diukur dengan kuesioner Preschool and Kindergarten Behavior Scale – Skala A yang diisi oleh orangtua, sedangkan stres pengasuhan diukur dengan kuesioner Parental Stress Scale. Hasil menunjukkan bahwa autonomy support memediasi penuh hubungan stres pengasuhan dan kompetensi sosial anak usia prasekolah. Penelitian ini memperluas temuan sebelumnya tentang pengaruh tidak langsung stres orang tua terhadap kompetensi sosial anak prasekolah yang dimediasi oleh perilaku pengasuhan autonomy support. Hasil penelitian ini dapat menjadi dasar bagi profesional untuk mengembangkan program intervensi yang berfokus pada peningkatan kemampuan Ibu untuk mengelola stres pengasuhan serta peningkatan keterampilan pengasuhan autonomy support.

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Social competence is a crucial developmental task for preschool children that needs to be optimized due to the increasing complexity and variety of the social interactions. Research has revealed the significance of parental stress and parenting behavior in influencing the development of social competence during the preschool period. Nonetheless, the mechanism of relationship between parental stress, parenting behavior, and child's social competence development has not been well explored. Furthermore, limited studies have investigated the mediating role of mother’s parenting practice in the relationship between parental stress and child's social competence. This research aims to explore the role of mother’s autonomy support as one of parenting behavior as a mediator in the relationship of parental stress and preschool child's social competence. Children aged 48-72 months old (N = 56) and their mothers participated in the current study. Children's social competence and parents' level of parental stress were measured through two different parent-report questionnaires, Preschool and Kindergarten Behavior Scale – Skala A dan Parental Stress Scale. Mother’s autonomy support was observed during the dyadic interaction between the mother and the child in the context of structured play. Data collection and observations are conducted online. Results indicate that mother’s autonomy support fully mediates the relationship of parental stress and preschool children's social competence. This research extends previous studies about the indirect effect of parental stress on preschool children's social competence mediated by parenting behavior in a pandemic condition. The results of this study can become a basis for professionals to develop program interventions that focus on increasing mothers' ability to manage parenting stress and increase the level of autonomy support."

"Latar belakang: : Gangguan spektrum autisme (GSA) adalah gangguanneurodevelopmental yang menyebabkan gangguan komunikasi sosial, interaksi sertaperilaku restriktif dan repetitif yang meliputi gangguan sensori. Gangguan pemrosesansensorik menimbulkan kesulitan dalam meregulasi respons terhadap sensasi dan stimulusspesifik sehingga membatasi kemampuan berpartisipasi dalam rutinitas harian normal.Terapi okupasi sensori integrasi (TO-SI) digunakan untuk meningkatkan kemampuanuntuk memproses dan mengintegrasi informasi sensorik. Penelitian menunjukkan buktiilmiah rendah hingga sedang pada anak usia lebih besar. Berdasarkan pengalaman klinisPusponegoro, TO-SI dapat meningkatkan perilaku positif anak GSA terutama pada usiadi bawah 5 tahun. Penelitian ini bertujuan untuk mengevaluasi pengaruh TO-SI dalammeningkatkan perilaku positif anak usia 2 sampai 5 tahun dengan GSA.Metode: Penelitian pra-eksperimen di klinik Check My Child (CMC) dan Klinik AnakkuKelapa Gading pada bulan Maret-Oktober 2019. Populasi penelitian adalah anak barudengan GSA usia 2-5 tahun berdasarkan DSM-5. Subyek dikumpulkan secara konsekutifsampling. Pelaksanan TO-SI yaitu dua kali seminggu selama 12 minggu (24 kali), 60menit untuk setiap sesi. Profil perilaku dinilai berdasarkan Vineland Adaptive Behavior-II sebelum dan sesudah TO-SI.Hasil: Penelitian dilakukan pada 36 subjek, 38,9% berusia 3 tahun diikuti usia 2 tahun(33,3%), rasio lelaki dibandingkan perempuan 3 : 1. Sebelum TO-SI, perilaku positifberada pada kategori rendah. Setelah TO-SI, terdapat peningkatan bermakna domainkomunikasi, subdomain ekspresif, reseptif dan tertulis (p<0,001; p<0,001; p<0,001; p0,035) terutama pada kelompok usia 2-4 tahun. Domain sosialisasi, subdomain hubunganinterpersonal serta subdomain waktu luang dan bermain juga meningkat bermakna (p0.001; p<0.001; p,0.001) terutama pada kelompok usia 2 tahun. Tidak terdapatpeningkatan bermakna pada subdomain kemampuan coping, serta domain dan subdomainketerampilan aktivitas harian.Kesimpulan: Kami menemukan bahwa TO-SI dengan kepatuhan teori Ayres yang baikdalam 60 menit, dua kali seminggu selama 12 minggu dapat meningkatkan perilakupositif anak GSA usia dini terutama usia 2 hingga 5 tahun

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Background: Autism spectrum disorder (ASD) is a complex neurodevelopmentaldisorder in social communication, interaction, and restrictive, repetitive pattern ofbehavior (including sensory disorder). Sensory processing disorder yields difficulty inregulating responses to sensation and spesific stimuli which limits the ability toparticipate in normal life routines. Sensory integration occupational therapy (SI-OT) is amethod to increase ability to process and integrate sensory information. Most studiesshowed that SI-OT has low to moderate evidence in older children. Based on clinicalexperience of Pusponegoro, SI-OT might be useful for ASD treatment for children under5 years old. We conducted a study to evaluate the effect of SI-OT in improving positivebehavior of children aged 2 to 5 years old with ASD.Methods: A pre-post one group pre-experimental study conducted in Check My Childclinic (CMC) and Klinik Anakku Kelapa Gading on March-October 2019. Studypopulation were recently diagnosed ASD children aged 2 to 5 years old. Subjects werecollected with consecutive sampling. The SI-OT were applied twice a week for 12 weeks(24 times), 60 minutes for each session. Pre and post SI-OT evaluation of positivebehavior profiles were assessed with Vineland Adaptive Behavior Scale-II tool.Results: A total of 36 ASD subjects aged 2 to 5 years old were studied. Most subjectswere 3 years old followed by 2 years old (38.9%; 33.3%), boys to girl ratio were 3 to 1.The characateristics of positive bahaviors were all in low category before SI-OT. AfterSI-OT, communication domain and subdomains (expressive, receptive, writtensubdomain) were improved significantly (p<0.001; p<0.001; p<0.001; p 0.035). Theseimprovement were available in age group of 2,3, and 4 years old. Significantimprovements were also achieved in socialization domain (p 0.001) includinginterpersonal relationship subdomain (p<0.001), play and leisure time sudomain(p<0.001), especially in age group of 2 years old. In contrary, subdomain coping skill,daily living skills domain and subdomains were not improving significantly.Conclusions: Good fidelity of Ayres theory SI-OT in 60 minutes, twice a week for 12weeks could improve positive behavior, in communication domain (expressive, receptive,written subdomain) aged 2-4 years old, and socialization domain (interpersonalrelationship, play and leisure time) aged 2 years old."

"Keterampilan sosial memiliki peran penting dalam mendukung perkembangan akademik anak, termasuk pada anak berkebutuhan khusus. Penelitian ini bertujuan untuk mengetahui hubungan antara keterampilan sosial dan kompetensi akademik pada anak berkebutuhan khusus di Lazuardi Global Compassionate School. Penelitian ini menggunakan metode kuantitatif dengan pendekatan cross-sectional. Partisipan penelitian berjumlah 29 anak berkebutuhan khusus yang dipilih melalui teknik purposive sampling. Instrumen yang digunakan adalah formulir Social Skills Improvement System (SSIS) untuk mengukur keterampilan sosial, serta nilai rapor sebagai indikator kompetensi akademik. Hasil analisis korelasi Pearson menunjukkan adanya hubungan positif antara keterampilan sosial dan kompetensi akademik (r = 0,324), namun tidak signifikan secara statistik (p = 0,091). Selain itu, tidak ditemukan perbedaan yang signifikan berdasarkan usia, jenis kelamin, maupun klasifikasi kebutuhan khusus terhadap kedua variabel utama.

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Social skills play an important role in supporting children's academic development, including for children with special needs. This study aims to examine the relationship between social skills and academic competence in children with special needs at Lazuardi Global Compassionate School. This research employed a quantitative method with a cross-sectional approach. The participants consisted of 29 children with special needs, selected through purposive sampling. The instruments used were the Social Skills Improvement System (SSIS) Teacher Form to assess social skills, and report card grades as indicators of academic competence. The Pearson correlation analysis showed a positive relationship between social skills and academic competence (r = 0.324), but the result was not statistically significant (p = 0.091). In addition, no significant differences were found based on age, gender, or classification of special needs in relation to the two main variables."

"Pemahaman tentang pemrosesan sensorik semakin berkembang seiring dengan meningkatnya penelitian terkait pemrosesan sensorik pada gangguan neurodevelopmental, termasuk Down syndrome (DS). Anak dengan DS sering menunjukkan pola pemrosesan sensorik yang unik yang akhirnya berkontribusi pada performa atipikal pada fungsi sehari-hari seperti munculnya perilaku maladaptif di sekolah. Penelitian ini bertujuan untuk mengetahui hubungan antara pola pemrosesan sensorik dan perilaku maladaptif pada anak dengan DS di SLB Negeri Jakarta. Penelitian menggunakan desain kuantitatif korelasional dengan pendekatan cross-sectional. Sebanyak 36 responden yang terdiri dari guru dan orang tua anak DS usia 6–10 tahun dipilih menggunakan teknik purposive sampling. Instrumen yang digunakan adalah Profil Sensorik Singkat (PSS) dan Strength and Difficulties Questionnaire (SDQ). Analisis data dilakukan menggunakan uji korelasi Pearson dengan hasil penelitian menunjukkan bahwa terdapat hubungan negatif yang signifikan antara total skor PSS dan SDQ menurut laporan guru (r = -0,446; p = 0,006) dan orang tua (r = -0,421; p = 0,010). Beberapa subskala sensorik juga berhubungan signifikan dengan aspek perilaku tertentu seperti hiperaktivitas, masalah emosi, dan interaksi sosial. Temuan ini mendukung pentingnya intervensi sensorik dalam konteks School-Based Occupational Therapy (SBOT) dan penggunaan pendekatan Person Environment Occupation Performance (PEOP) model untuk mengoptimalkan partisipasi anak dengan DS dalam lingkungan belajar.

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As research on neurodevelopmental disorders advances, our understanding of sensory processing has become increasingly refined, particularly in populations such as individuals with Down syndrome (DS). Children with DS often present with distinct sensory processing patterns that may contribute to atypical daily functioning, including the emergence of maladaptive behaviors in school environments. This study aimed to investigate the relationship between sensory processing patterns and maladaptive behavior in children with DS attending public special education schools (SLB Negeri) in Jakarta. A quantitative correlational study with a cross-sectional design was conducted, involving 36 teachers and parents of children aged 6–10 years, selected through purposive sampling. The Short Sensory Profile (SSP) and the Strengths and Difficulties Questionnaire (SDQ) were used as primary instruments. Data were analyzed using Pearson’s correlation test. The results revealed a significant negative correlation between SSP and SDQ total scores as reported by both teachers (r = -0.446, p = 0.006) and parents (r = -0.421, p = 0.010). Additionally, several sensory subdomains were significantly associated with specific behavioral outcomes, including hyperactivity, emotional difficulties, and peer-related problems. These findings underscore the relevance of incorporating sensory-based interventions within the framework of School-Based Occupational Therapy (SBOT) and highlight the applicability of the Person–Environment–Occupation–Performance (PEOP) model in enhancing meaningful school participation for children with DS."

"Perkembangan sosial emosional merupakan salah satu perkembangan yang terjadi pada anak usia pra sekolah yang dapat dipengaruhi oleh penggunaan media elektronik. Penggunaan media elektronik dalam jangka panjang dan tanpa pengawasan orang tua menyebabkan meningkatnya screen time pada anak dan dapat menyebabkan gangguan perilaku emosional. Oleh karena itu, tujuan penelitian ini untuk mengidentifikasi hubungan screen time dengan perkembangan sosial emosional anak usia pra sekolah di Depok. Penelitian ini menggunakan desain cross sectional dan pengambilan sampel dilakukan dengan cluster random sampling melibatkan 216 responden (ibu) dari anak pra sekolah yang berasal dari 3 TK di Depok yang terpilih. Instrumen diukur dengan Kuesioner Masalah Perilaku Emosional (KMPE) dan kuesioner screen time. Hasil utama penelitian ini menunjukkan adanya hubungan antara screen time dengan perkembangan sosial emosional anak usia pra sekolah di Depok (p value = <0,001). Penelitian ini merekomendasikan pembatasan penggunaan screen time pada anak usia pra sekolah. Selain itu perlu adanya edukasi baik dari sekolah maupun mahasiswa keperawatan terkait faktor-faktor yang dapat mempengaruhi perkembangan sosial emosional anak, yaitu screen time.

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Social emotional development is one of the developments that occur in pre-school children, which can be influenced by using electronic media. The use of electronic media in the long term and without parental supervision leads to increased screen time in children and can have an impact on their social emotional development such as emotional behavior disorders. Therefore, the purpose of this study is to identify the relationship between screen time and the social emotional development of pre-school children in Depok. This research used a cross-sectional design and cluster random sampling technique involving 216 respondents (mothers) of pre-school children from 3 selected kindergartens in Depok. Social emotional problems were measured with the Kuesioner Masalah Perilaku Emosional (KMPE) and screen time questionnaire. The main result showed an association between screen time and social emotional development of pre-school children in Depok (p value = <0.001). According to the results of this study, it is necessary to limit the use of screen time in pre-school children according to existing recommendations, in addition to the need for education both from schools and nursing students related to factors that can affect children's social emotional development, especially screen time."

"Latar Belakang: Proses sensori merupakan dasar perkembangan otak anak, suatu fondasi penting dalam proses pembelajaran, persepsi dan aksi tubuh. Sensory Processing Disorders (SPD) merupakan gangguan dalam mengatur dan mengolah informasi sensorik yang masuk sehingga mengakibatkan ketidaksesuaian dengan respon dan prilaku yang diharapkan. Prevalensi SPD berkisar 5-15% pada anak tanpa disabilitas dan 40-88% pada anak dengan disabilitas. Profil sensori singkat (PSS) merupakan instrumen skrining perkembangan sensori, yang dapat mengukur performa anak pada aktivitas sehari-hari. Perbedaan letak geografis dan kebudayaan dapat mempengaruhi akivitas sensori anak sehingga diperlukan suatu studi transkultural untuk aplikasi instrumen tersebut. Tujuan: Didapatkannya instrumen PSS yang valid dan reliabel dalam bahasa Indonesia. Metode: Menggunakan 7 langkah studi validasi transkultural WHO dan uji reliabilitas menggunakan metode tes retest pada anak usia 3-10 tahun populasi normal dengan cara guided interview terhadap orangtua menggunakan instrumen PSS. Hasil Penelitian: Didapatkan 208 sampel, pada uji validasi, menggunakan analisa konsep makna dan bahasa serta kesesuaian dengan budaya Indonesia, tim validasi melakukan modifikasi untuk 13 dari 38 item PSS. Modifikasi dilakukan karena terjadinya ketidaksesuaian makna dalam penerjemahan, tidak terdapatnya padanan kata yang sesuai, penekanan pada makna kalimat serta penambahan keterangan agar memperjelas pertanyaan instrumen. Pada uji reliabilitas, kami mendapatkan konsistensi internal yang baik (alpha Cronbach=0,875) dan nilai reliabilitas tes retest yang tinggi 0,987. Kesimpulan: Profil sensori singkat telah valid dan reliabel dalam versi bahasa Indonesia sehingga dapat digunakan dalam skrining perkembangan sensori anak.

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Background: Sensory processing is the basis of child brain development, an important foundation in learning process, perception and body action. Sensory processing disorders (SPD) is dysfunction in regulation and organizing sensory information that resulting in unappropiate respons and behaviour. Prevalence of SPD is 5-15% in child without disabilities and 40-88% in children with disabilities. Short sensory profile is sensory screening instrument that can measure child performance in daily basis. Difference in geographic location and culture influences child sensory activities. We need to perform transcultural study before using the instrument in our population.

Purpose: To achieve PSS instrument which valid and reliable in Indonesian language.

Methods: Using 7 step WHO transcultural validation study and test retest reliability children age 3-10 years in normal population using guided interview questionnaire on parents.

Results: There were 208 subjects. In validation study, using linguistic and concept meaning analyze, and adaption in Indonesian culture, validation team managed to modify 13 of 38 item of PSS. These modification happened because there were discrepancies found, from inaccurate translation, emphasis on sentences meaning, substitution of words/phrase because there was no equivalent in Indonesian language, and adding explanation to the sentences . In reliability study, we have good internal consistency (Cronbach alpha = 0,875) and high test retest reliability 0,987.

Conclusion: PSS is valid and reliable in Indonesia language, this instrument can be used in children sensory development screening."