scholarly journals Optimlisasi Kemampuan Interaksi Sosial Anak di PAUD Inklusi Ahsanu Amala Yogyakarta

2017 ◽  
Vol 1 (1) ◽  
pp. 17-26
Author(s):  
Nadlifah Nadlifah
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Social Interactions ◽  
Classroom Environment ◽  
School Environment ◽  
Social Process ◽  
Children With Autism ◽  
The Right ◽  
Social Interaction Skills ◽  
Interaction Skills

Education is a social process that can't happen without interaction between individuals Learning is a personal and social proccess when the child is in touch with other children in building understanding and knowledge together. Generally, Early Childhood have a low social interactions skill. This is evidenced by the frequent fights with his friend and selfish. Similarly in general, children who have mental disorders such as children with autism, Down syndrome, the hearing impaired etc, has the low skill ability in social interaction and communication. children who have maximum social interaction skills will be easier to be accepted in the school environment, especially in a classroom environment. Therefore it the children of inclusion is still an early age need to be assisted in improving the ability of social interactions at school, because the period of early childhood is a period of development the right to develop, improve and optimize all the capabilities of a child, even this period is an effective time to train and familiarize children to develop social interaction skills of children.

scholarly journals Virtual Voice Assistant Applications Improved Expressive Verbal Abilities and Social Interactions in Children with Autism Spectrum Disorder: A Single-Subject Experimental Study

2021 ◽  
Author(s):  
Mohammed F Safi ◽  
Badriya Al Sadrani ◽  
Ashraf Mustafa
Keyword(s):  
Artificial Intelligence ◽  
Social Interaction ◽  
Social Interactions ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Baseline Phase ◽  
Children With Asd ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Abstract Background: Children with autism spectrum disorder (ASD) tend to have communication and social interaction deficits. Their impaired communication is derived from difficulties in acquiring language. The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with ASD. Artificial intelligence has played a growing role in the habilitation of children with ASD. However, little research exists on the possible roles and effectiveness of virtual voice assistants in developing language and social skills in children with ASD. This study examined the effects of using a voice assistant in children with ASD on two outcomes: speech skills (expressive verbal vocabulary and production of short phrases) and social interaction skills (playing/sharing). Methods: An interventional single-case design study was used to explore this concept using three children with ASD between the ages of 4 and 11 years. The participants used an accessible virtual voice assistant, Apple’s Siri, for three months. Pre- and post-intervention questionnaires and semi-structured interviews with mothers were administered to measure the communication and social interaction skills of the participating children. Results: Participant One, Two and Three showed a notable improvement in the total number of correct words produced with fewer attempts during the VVA intervention compared with the baseline phase. Further, all participants showed increases in the social interactions in the intervention phase, compared with the baseline phase. Finally, all the mothers noted improvement in their children’s speech intelligibility and social interactions. Conclusions: Results showed that the virtual voice assistant had positive effects on the speech and social interaction skills of children with ASD. The findings of this study implied that children with ASD can use readily available voice assistant software to improve their speech and social interaction skills. Furthermore, this study’s findings could be used to develop strategies to increase the availability of artificial intelligence infrastructure in schools and homes to help children with ASD.

Self-regulation and social interaction skills among children with autism across time

2014 ◽  
Vol 8 (4) ◽  
pp. 271-279 ◽  
Author(s):  
Lucy Barnard-Brak ◽  
Julie Ivey-Hatz ◽  
Angela Kris Ward ◽  
Tianlan Wei
Keyword(s):  
Social Interaction ◽  
Self Regulation ◽  
Children With Autism ◽  
Autism Spectrum ◽  
The Self ◽  
Content Type ◽  
Children With Asd ◽  
The Usa ◽  
Social Interaction Skills ◽  
Interaction Skills

Purpose – In the current study, the purpose of this paper is to examine the self-regulation and social interaction skills of children with Autism Spectrum Disorder (ASD) as compared to children with intellectual disabilities (IDs) across time. Design/methodology/approach – Drawn from the Special Education Elementary Longitudinal Study (SEELS), our sample consisted of 1,016 children diagnosed with ASD and 597 children diagnosed with ID. The self-regulation and social interaction skills were measured using relevant subscales of the Scales of Independent Behavior-Revised across three time points evenly spaced at two years apart. Findings – Results revealed that children with ASD have significantly worse self-regulation (p<0.01, η2=0.12, Cohen's f=0.36) and social interaction skills (p<0.01, η2=0.05, Cohen's f=0.21) as compared to children with ID across time. The results of the current study support the results of Bieberich and Morgan (2004) that children with ASD have significantly worse self-regulation and social interaction skills as compared to children with ID across time. Originality/value – The paper suggests that our results may be considered as more generalizable given the utilization of data from the SEELS as a large, nationally representative, and community-based sample of children with disabilities across the USA examined longitudinally.

scholarly journals Efek Pendidikan Anak Usia Dini (PAUD) Bagi Kemampuan Interaksi Sosial Anak

2020 ◽  
Vol 11 (4) ◽  
pp. 431
Author(s):  
Tri Sakti Widyaningsih ◽  
Tamrin Tamrin
Keyword(s):  
Early Childhood ◽  
Social Interaction ◽  
Early Childhood Education ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Childhood Education ◽  
The Social ◽  
Social Interaction Skills ◽  
Interaction Skills

Background: Given the importance of early childhood education in child growth and development, the role of child caregivers in the school area community needs to conduct research on how management provides good stimulation when children enter pre-school age by providing an overview of the effectiveness of early childhood education (PAUD) on interaction ability Children Social at RA Islamic Tunas Bangsa 4 Semarang City. Methods: This study aims to determine the effectiveness of Early Childhood Education (PAUD) on the Social Interaction Ability of Children in RA Islamic Tunas Bangsa 4 Semarang City. The type of research used was quantitative with non-experimental used a cross-sectional design where the researcher seeks to analyze the effectiveness of children's social interaction skills assessed through the snake and ladder game intervention between groups of children who have attended PAUD and children who do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City by involving all children who fall into the criteria, according to the needs of the researcher. The population in this study were 57 children at kindergarten (TK A) in RA Islamic Tunas Bangsa 4 Semarang City. The sample in this study were members of the population who met the inclusion and exclusion criteria of the study sample, as many as 36 children. Results: The study used the Chi Square analysis test and statistically the p value was 0.001 (<0.05). Conclusion: The conclusion in this study is that H0 is rejected Ha is accepted, there are differences in the social interaction of children who attend PAUD and do not participate in PAUD in RA Islamic Tunas Bangsa 4 Semarang City. Suggestion: So that teachers can be creative in using game tools that function to develop the social interaction skills of students in RA Islamic Tunas Bangsa 4 Semarang City. Keywords: social interaction skills; early childhood education ABSTRAK Latar Belakang: Mengingat pentingnya pendidikan Usia Dini dalam pertumbuhan dan perkembangan anak, maka peran perawat anak di komunitas area sekolah perlu melakukan penelitian bagaimana cara manajemen memberikan stimulasi yang baik ketika anak memasuki usia pra sekolah dengan memberikan gambaran tentang Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Metode: Penelitian ini bertujuan mengetahui Efektifitas Pendidikan Anak Usia Dini (PAUD) Terhadap Kemampuan Interaksi Sosial Anak Di RA Islamic Tunas Bangsa 4 Kota Semarang. Jenis penelitian yang digunakan adalah kuantitatif dengan metode non eksperimental (observasional) dengan menggunakan rancangan cross sectional dimana peneliti berupaya untuk menganalisis efektifitas kemampuan interaksi sosial anak yang dinilai melalui intervensi permainan ular tangga antara kelompok anak yang sudah pernah mengikuti PAUD dan anak yang tidak mengikuti PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang dengan cara melibatkan semua anak yang masuk dalam kriteria, sesuai kebutuhan peneliti. Populasi dalam penelitian ini adalah anak yang duduk pada usia taman kanak-kanak (TK A) di RA Islamic Tunas Bangsa 4 Kota Semarang sejumlah 57 anak. Sampel dalam penelitian ini adalah anggota populasi yang memenuhi kriteria inklusi dan ekslusi sampel penelitian, sebanyak 36 anak. Hasil: Penelitian menggunakan uji analisis Chi Square dan secara statistik didapatkan nilai p-value = 0,001 (<0,05). Kesimpulan :Kesimpulan dalam penelitian ini adalah H0 ditolak Ha diterima, ada perbedaan interaksi sosial anak yang mengikuti PAUD dan tidak mengikut PAUD di RA Islamic Tunas Bangsa 4 Kota Semarang. Saran: Agar guru dapat berkreasi dalam menggunakan alat permainan yang berfungsi untuk mengembangkan kemampuan interaksi sosial peserta didik di RA Islamic Tunas Bangsa 4 Kota Semarang. Kata Kunci: kemampuan interaksi sosial; pendidikan anak usia dini

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