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"Based on nearly two decades of Chantal Sicile-Kira's personal and professional experiences with individuals and families affected by this growing epidemic, Autism Spectrum Disorders explains all aspects of the condition, including:- The causes of autism spectrum disorders- How to properly diagnose ASDs- Treatments based on behavioral, psychological and biomedical interventions- Coping strategies for families- Educational needs and programs- Living and working conditions for adults with ASD- Community interaction- Teaching strategies and resources for educators and other professionals"

"There have been huge advances in our ability to diagnose autism and in the development of effective interventions that can change childrens lives. In this extraordinary book, Lynn Kern Koegel, a leading clinician, researcher, and cofounder of the renowned Autism Research Center at the University of California at Santa Barbara, combines her cutting-edge expertise with the everyday perspectives of Claire LaZebnik, a writer whose experience with a son with autism provides a rare window into the disorder. Together, they draw on the highly effective pivotal response approach developed at the center to provide concrete ways of improving the symptoms of autism and the emotional struggles that surround it, while reminding readers never to lose sight of the humor that lurks in the disabilitys quirkiness or the importance of enjoying your child. From the shock of diagnosis to the step-by-step work with verbal communication, social interaction, self-stimulation, meltdowns, fears, and more, the answers are here-in a book that is as warm and nurturing as it is authoritative."

"Latar belakang: Autisme adalah salah satu gangguan nerodevelopmental yang muncul pada abad ke-20. Berbagai studi epidemiologi menunjukkan peningkatan tajam prevalensi gangguan spektrum autisme (GSA). Berdasarkan Diagnostic and Statistical Manual 5 gangguan sensorik merupakan salah satu kriteria utama GSA. Sampai saat ini belum ada pedoman tatalaksana nonmedikamentosa GSA. Sebagian besar penelitian menekankan bahwa terapi perilaku adalah terapi terbaik untuk GSA sedangkan terapi okupasi sensorik integrasi (TO-SI) hanya memiliki bukti rendah hingga sedang. Pusponegoro dan beberapa ahli saraf anak di Indonesia berdasarkan pengalaman klinis mengamati bahwa TO-SI dapat mengurangi perilaku negatif anak GSA terutama pada usia di bawah 5 tahun. Penelitian ini bertujuan untuk mengevaluasi pengaruh TO-SI dalam mengurangi perilaku negatif anak usia 2 sampai 5 tahun dengan GSA. Metode: Sebuah penelitian pra-eksperimen pertama dilakukan di klinik Check My Child (CMC) dan Klinik Anakku Kelapa Gading pada bulan Desember 2017 hingga April 2018. Populasi penelitian adalah anak baru dengan GSA usia 2 hingga 5 tahun. Subyek dikumpulkan secara konsekutif sampling. Profil perilaku dinilai berdasarkan Aberrant Behavior Checklist (ABC)-2 sebelum dan sesudah TO-SI dua kali seminggu selama 12 minggu (24 kali), 50 menit untuk setiap sesi. Analisis nilai normal dengan uji t dan uji Wilcoxon untuk nilai terdistribusi tidak merata. Hasil: Penelitian dilakukan pada 42 subjek usia 2 hingga 5 tahun dengan GSA, 50% usia 3 tahun, rasio anak lelaki dibandingkan perempuan 5 banding 1. Rerata profil perilaku negatif tertinggi adalah hiperaktifitas 23,61 (SD 8,91), diikuti oleh penarikan sosial 16,81 (SD 8,16), dan iritabilitas 11,43 (SD 6,99). Median perilaku stereotipik adalah 5,25 dan bicara tidak tepat 2,00. Setelah TO-SI, semua perilaku negatif menurun secara signifikan p <0,001. Perilaku hiperaktifitas menurun menjadi 12,71 (SD 8,36) sekitar 53,8%, penarikan sosial menjadi 7,94 (SD 6,18) 47,2%, iritabilitas hingga 6,62 (SD 4,99) 57,9 %, dan median stereotipik 19,0% dan bicara tidak tepat 50%. Kami mendapatkan spektrum profil perilaku anak dengan GSA yang cukup luas. Kesimpulan: Kami menemukan bahwa TO-SI dua kali seminggu selama 12 minggu dapat menurunkan perilaku negatif anak GSA usia dini terutama usia 2 hingga 5 tahun.

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Background: Autism is one of emerging neurodevelopmental disorder on 20th century. Studies showed a remarkable increasing prevalence of autism spectrum disorder (ASD). Since 2013, Diagnostic and Statistical Manual 5 included sensory disorder as one of main criteria of ASD. Treatment guideline remain unclear. Most studies stressed that behavior therapy was the best treatment for ASD and sensory integration occupational therapy (SI-OT) only has low to moderate evidence. Pusponegoro and pediatric neurologists in Indonesia based on their clinical experience observed that SI-OT might be useful as ASD treatment for young children especially under 5 years old. Based on that situation, the objective of this study was to evaluate the influence of SI-OT in decreasing negative behavior of children ages 2 to 5 years with ASD. Methods: A first pre-post one group pre-experimental study conducted in Check My Child clinic (CMC) and Klinik Anakku Kelapa Gading on December 2017 to April 2018. The study population were new ASD children ages 2 to 5 years. Subject were collected with consecutive sampling. Behavior profile were assessed with Aberrant Behavior Checklist (ABC)-2 before and after SI-OT twice a week for 12 weeks (24 times), 50 minutes for each session. Analysis of normal value with t test and Wilcoxon test for unequally distributed value. Results: A total of 42 ASD subject ages within 2 to 5 years old were studied, 50% were 3 years, and boys to girl ratio were 5 to 1. The highest mean negative behavior profile was hyperactivity 23,61 (SD 8,91) followed by social withdrawal 16,81 (SD 8,16), and irritability 11,43 (SD 6,99). Stereotypic median was 5,25 and inappropriate speech 2,00. After SI-OT, all negative behavior decreased significantly p<0.001. Hyperactivity behavior decreased to 12,71 (SD 8,36) about 53,8%, social withdrawal to 7,94 (SD 6,18) 47,2%, irritability to 6,62 (SD 4,99) 57,9%, and median of stereotypic 19,0% and inappropriate speech 50%. We found a broad-spectrum behavior profile of ASD children. Conclusions: We found that SI-OT twice a week for 12 weeks could decrease negative behavior of young ASD children especially ages 2 to 5 years."

"Dalam keluarga menjadi salah satu stresor yang dialami oleh orangtua. Dalam menangani stres yang dirasakan, setiap orang tentunya memiliki strategi koping yang berbeda-beda. Penelitian ini bertujuan untuk mengetahui gambaran tingkat stres dan strategi koping orangtua yang memiliki anak autism spectrum disorder. Desain yang digunakan dalam penelitian adalah deskriptif dengan pendekatan cross-sectional. Jumlah sampel penelitian sebanyak 41 orangtua di Rumah Autis yang dipilih dengan menggunakan teknik total sampling. Instrumen yang digunakan adalah Parental Stress Scale untuk mengukur tingkat stres orangtua dan Ways of Coping Revised Version untuk mengukur strategi koping. Penelitian ini menggunakan analisis univariat. Hasil penelitian menunjukkan mayoritas responden memiliki tingkat stres yang tinggi 51,2 dan sebagian besar menggunakan strategi emotion-focused coping 67,86 . Disarankan perawat bekerja sama dengan Rumah Autis untuk membantu orangtua dalam manajemen stres dengan memberikan konseling atau edukasi tentang stres dan koping.

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The presence of children with autism spectrum disorder in the family becomes one of the stressors experienced by parents. In dealing with the stress that is felt, every person have own different coping strategies. This study aimed to identify the level of stress and coping strategies in parents of children with autism spectrum disorder. Descriptive design used in this study with cross sectional approach. Respondents in this study were 41 parents in Rumah Autis that selected with total sampling technique. Instrument that used in this study are Parental Stress Scale to measure the level of stress, and Ways of Coping Questionnaire Revised Version to measure coping strategies. This study used univariate analysis. The result showed that the majority of parents have high level of stress 51,2 , and the majority of parents used emotion focused coping strategy 67,86 . It is recommended for nurses to cooperate with Rumah Autis to help parents in stress management by providing counseling or education about stress and coping."

"Riset tentang keterampilan numerik awal pada anak usia dini dengan Autism Spectrum Disorder (ASD) masih sangat terbatas dan belum mendapatkan hasil yang konklusif.  Penelitian ini bertujuan untuk mempelajari kontribusi kondisi perkembangan dan fungsi eksekutif dalam kompetensi numerik awal pada anak usia dini dengan ASD dan perkembangan tipikal. Partisipan dalam penelitian ini terdiri dari 32 partisipan dengan perkembangan tipikal serta 8 partisipan dengan autism spectrum disorder yang berusia 48-96 bulan. Hasil penelitian menunjukkan bahwa working memory mampu memprediksi kompetensi numerik awal, bahkan setelah mengontrol IQ dan usia. Berbeda dengan penelitian-penelitian sebelumnya, status sosial ekonomi dan pendidikan ibu tidak berkontribusi secara signifikan dalam memprediksi kompetensi numerik awal. Hasil penelitian juga menunjukkan bahwa anak ASD tidak memiliki kompetensi numerik maupun fungsi eksekutif yang berbeda dengan anak tipikal. Namun, pada aspek kompetensi numerik awal, anak ASD justru ditemukan menunjukkan kelebihan pada komponen applying knowledge of number. Hasil ini memberikan kabar gembira bagi orangtua yang memiliki anak dengan high functioning ASD, mengingat fungsi eksekutif maupun kompetensi numerik awal berkaitan dengan prestasi akademis pada jenjang pendidikan berikutnya.

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Studies on early numerical skills in children with Autism Spectrum Disorder is still scarce and inconclusive. This study aims to investigate the contribution of developmental conditions (ASD and typical) and executive functions towards early numerical competence in children with high-functioning ASD and typical development. Participants in this study were 32 children with typical development and 8 participants with autism spectrum disorder aged 48-96 months. The results showed that working memory was able to predict early numerical competence, above and beyond IQ and age. In contrast to previous studies, the mothers socioeconomic and educational status did not contribute significantly in predicting early numerical competence. The results also showed that ASD children showed similar numerical competencies and executive functions with typical children. ASD children performed better in applying knowledge of number component. These results provided good news for parents who have children with high functioning ASD, given the executive function and initial numerical competencies are related to academic achievement at the next level of education."

"Museum sebagai Pendidikan informal seharusnya bersifat inklusif bagi siapa saja, termasuk anak-anak penderita autisme. Pada umumnya, penderita Autism Spectrum Disorder (ASD) tidak memiliki kemampuan dalam menyesuaikan diri terhadap rangsangan cahaya seperti orang normal pada umumnya. Disisi lain, pencahayaan memiliki peranan penting bagi museum agar informasi yang disampaikan dapat dimengerti oleh pengunjung. Setiap museum memiliki sistem pencahayaan yang bervariasi dalam memamerkan objek pamernya, baik dari segi tipe penerangan, distribusi cahaya, teknik peletakkan, hingga iluminansi yang berbeda-beda. Saat menerima rangsangan cahaya, penderita autisme cenderung merasakan kondisi hipersensitivitas (terlalu sensitif) dan hiposensitivitas (tidak sensitif) yang mempengaruhi cara mereka bertingkah laku. Berangkat dari kondisi tersebut, karya tulis ini bertujuan untuk mengetahui apakah museum yang sudah ada pada saat ini sudah memenuhi kebutuhan bagi penderita Autism Spectrum Disoder (ASD) dengan menganalis 2 museum anak yang ada di Indonesia yaitu Museum Penerangan dan Museum Geologi berdasarkan studi literatur. Hasil studi kasus yang telah dilakukan penulis menunjukan pada setiap museum masih belum dapat memenuhi kebutuhan penderita autisme secara sepenuhnya. Sehingga perlu diterapkannya strategi pencahayaan yang bersifat dinamis dan penyinaran dengan standar iluminansi yang sesuai bagi penderita autisme, agar dapat menunjang keberhasilan kegiatan museum yang bersifat inklusif bagi siapa saja.

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Museum as informal education should be inclusive for everyone, including children with autism. In general, people with Autism Spectrum Disorder (ASD) do not have the ability to adjust to light stimuli like normal people in general. On the other hand, lighting has an important role in museums so that the information conveyed can be understood by visitors. More over, each museum has a lighting system that varies in exhibiting its objects, both in terms of lighting types, light distribution, placement techniques, and different illuminations. When receiving light stimuli, people with autism tend to feel the conditions of hypersensitivity (too sensitive) and hyposensitivity (not sensitive) that affect the way they behave. Based on these conditions, this paper aims to determine whether the existing museums currently meet the needs of people with Autism Spectrum Disorder (ASD) by analyzing 2 children's museums in Indonesia, the Museum Penerangan and the Museum Geologi based on literature studies. The result of the case studies show that each museum is still not able to fully meet the needs of people with autism. So it is necessary to implement a dynamic lighting strategy and lighting with appropriate illuminatio"

"Compiles decades of research and clinical work in a guide to the sometimes bewildering array of therapy options and intervention programs."