Pelatihan Social Stories dan Visual Support dan Keterampilan Guru Meningkatkan Perilaku Social Awareness Anak Autis
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Abstract
Students with autism show limited ability in social interactions and communications, as well as social unawareness manners. Social stories by Gray & Garrand (1993) is one type of proactive behavior intervention for use among students with autism, such as a short story written from the students’ perspectives that provides instruction on positive, appropriate social behaviors. Teachers (N = 11) were trained to implement intervention strategy to enhance educational success in overcoming the triad of impairment in autistic children. This study combines qualitative and quantitative approaches, supported by descriptive analitic paradigm and was carried out in a school for students with special needs. Need analysis was conducted using questionnaires, in-depth interviews and observations on teachers—students interaction in class. Statistical test results with paired t-test technique reveal a significant increase in knowledge of the participants, but not followed by an active implementation. The reasons why are discussed.
Anak autis menunjukkan keterbatasan dalam keterampilan interaksi sosial, komunikasi dan memiliki perilaku kurang sesuai dengan norma sosial. Keadaan ini dicoba diatasi dengan memperkenalkan Social stories (Gray & Garand, 1993) sebagai salah satu tipe intervensi pendidikan proaktif yang berupa cerita pendek yang ditulis untuk siswa autis. Cerita pendek yang memberikan instruksi perilaku positif dengan memperhatikan sudut pandang siswa. Pelatihan keterampilan diberikan pada para guru (N = 11) untuk menerapkan strategi intervensi sebagai upaya mengatasi triad of impairment anak autis. Penelitian dilakukan di sebuah sekolah anak berkebutuhan khusus menggunakan pendekatan kwalitatif dan kuantitatif. Analisis kebutuhan dilakukan melalui angket, wawancara mendalam, dan observasi interaksi guru—siswa di kelas. Hasil uji statistik dengan teknik paired T-test menunjukkan adanya peningkatan yang signifikan pada pengetahuan 11 orang peserta pelatihan, tetapi belum disertai dengan keaktifan penerapannya. Didiskusikan kendala penerapan hasil pelatihan.
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