scholarly journals Social Story untuk Menurunkan Perilaku Agresif Anak dengan Retardasi Mental

2021 ◽  
Vol 3 (2) ◽  
pp. 54-62
Author(s):  
Novia Solichah
Keyword(s):  
Single Subject ◽  
Social Story ◽  
Single Subject Research

Penelitian ini bertujuan untuk mengetahui efektivitas social story untuk mengurangi perilaku agresif pada anak dengan retardasi mental. Jenis penelitian yang digunakan adalah penelitian eksperimen yang berbentuk single subject research dengan desain grafik A-B-A’. Subjek dalam penelitian ini adalah seorang anak dengan retardasi mental ringan (WISC, IQ: 69), berjenis kelamin perempuan di sebuah Sekolah Dasar. Subjek memiliki kecenderungan  perilaku agresif,. Subjek kesulitan untuk memulai berinteraksi dengan orang lain dengan guru maupun teman, subjek sering menendang, memukul, dan menggigit orang lain pada saat subjek berinteraksi dengan orang lain. Data diukur menggunakan frekuensi untuk melihat berapa kali subjek melakukan tindakan memukul, menendang, dan menggigit orang lain. Metode pengumpulan data menggunakan observasi langsung. Secara kuantitatif, hasil penelitian menunjukkan bahwa intervensi yang dilakukan mampu menurunkan perilaku memukul, menendang, menggigit. Setelah intervensi, subjek menunjukkan perubahan yang positif dalam perilakunya. Dengan kata lain, social story mampu menurunkan perilaku agresif anak dengan retardasi mental.

Interaction with a Therapy Dog Enhances the Effects of Social Story Method in Autistic Children

2014 ◽  
Vol 22 (3) ◽  
pp. 241-261 ◽  
Author(s):  
Andreea A. Grigore ◽  
Alina S. Rusu
Keyword(s):  
Social Partner ◽  
Single Subject ◽  
Autistic Children ◽  
Social Story ◽  
Main Hypothesis ◽  
Social Responses ◽  
Therapy Dog ◽  
Single Subject Research ◽  
Social Initiations ◽  
The Social

Abstract This study explored the effects of a combination between two methods that have proved to enhance the social abilities of autistic children—Social Story and Animal Assisted Therapy. The main hypothesis of this investigation was that a naturally enriched social environment (i.e., the presence of a therapy dog) improves the effectiveness of Social Story method. Two social skills were targeted: (1) the ability to greet a social partner and (2) the ability to introduce oneself to a social partner, by using a standard single-subject research design. Three preschool autistic children were included in the study. The dependent variables were the frequency of the appropriate social interactions relevant to the target social skill, the level of prompt needed to provide the expected social response, and the frequency of social initiations. The presence of the therapy dog while reading the social story increased the frequency of social initiations and decreased the level of social prompt needed to elicit social responses from children with autism.

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning

2021 ◽  
Author(s):  
Paul Miller ◽  
Efrat Banado-Aviran ◽  
Orit E Hetzroni
Keyword(s):  
Intervention Program ◽  
Orthographic Knowledge ◽  
Single Subject ◽  
Initial Development ◽  
Semantic Categories ◽  
Single Subject Research ◽  
Phonological Knowledge ◽  
Multiple Probe ◽  
Orthographic Learning ◽  
Prelingually Deaf

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

Pilot Study of the Physiological Subscale of the Revised Children's Manifest Anxiety Scale

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1299-1304
Author(s):  
Steven W. Lee ◽  
Wayne C. Piersel
Keyword(s):  
Pilot Study ◽  
Skin Temperature ◽  
Research Design ◽  
Anxiety Scale ◽  
Single Subject ◽  
Single Subject Research ◽  
Manifest Anxiety

The physiological subscale of the Revised Children's Manifest Anxiety Scale was examined using a matched single-subject research design. As predicted, a high scorer on the physiological subscale had a significantly higher resting EMG and did not significantly recover as did the low scorer on the physiological subscale on EMG. Contradictory findings were observed on skin temperature measures. Findings are discussed relative to the scope and shortcomings of the investigation, and directions for research are suggested.

Emerging Evidence from Single-Subject Research in the Field of Deaf-Blindness

2007 ◽  
Vol 101 (11) ◽  
pp. 690-700 ◽  
Author(s):  
Amy T. Parker ◽  
Roseanna Davidson ◽  
Devender R. Banda
Keyword(s):  
Single Subject ◽  
Single Subject Research

Single-Subject Research in Gifted Education

2011 ◽  
Vol 55 (2) ◽  
pp. 158-162 ◽  
Author(s):  
Brandi Simonsen ◽  
Catherine A. Little
Keyword(s):  
Gifted Education ◽  
Single Subject ◽  
Single Subject Research
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