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"This book provides an extensive overview of curricula and instructional strategies for teaching children with autism spectrum disorder (ASD). It offers an empirically solid framework for designing and developing interventions for learners along the autism spectrum by reducing skill deficits and enhancing learner strengths while being flexible enough to allow for individual differences. The book discusses key concepts in educating individuals with ASD as they impact the processes of syllabus building, from planning goals and objectives to generating content choosing appropriate teaching strategies, and assessing progress. Chapters detail curriculum designs in academic areas such as language skills, science, and social studies, as well as functional skills, including independent living, career development, and preventing social victimization. The book concludes with recommendations for future interventions and curricula-building. Among the topics covered: Communication and autism spectrum disorder. Mathematical problem-solving instruction for students with ASD. Visual arts curriculum for students with ASD. How to build programs focused on daily living and adult independence. Sexuality education for students with ASD. Curricula for Teaching Students with Autism Spectrum Disorder�is a must-have resource for�researchers, graduate students, and clinicians and related therapists and professionals in clinical child�and school psychology, childhood/​special education, social work, developmental psychology, behavioral therapy/​rehabilitation, and child and adolescent psychiatry.��."

"Gangguan neurodevelopmental Autism Spectrum Disorder ASD terkadang juga tampil bersamaan dengan gangguan Intellectual Disability ID . Diagnosis untuk individu yang memiliki kedua kondisi ini adalah ASD with accompanying intellectual impairment. Anak dengan kondisi demikian pada umumnya mengalami hambatan dalam menguasai kemampuan adaptif, termasuk keterampilan bantu diri. Hambatan ini lebih nyata pada anak dengan ASD dan/atau ID yang berat severe , antara lain karena kesulitan mereka memusatkan perhatian dan memahami instruksi. Walaupun demikian, keterampilan bantu diri penting untuk terlebih dulu diajarkan pada anak dengan ASD with accompanying intellectual impairment sebelum keterampilan lainnya, guna meningkatkan kemandirian dan kualitas hidup anak tersebut. Pada penelitian ini, keterampilan bantu diri yang diajarkan adalah keterampilan mandi, secara spesifik perilaku membasuh tubuh sampai bersih menggunakan gayung. Perilaku tersebut terdiri dari empat langkah Langkah A-D , yang dimulai dengan memegang gayung dan diakhiri dengan menyiram air ke tubuh. Teknik yang digunakan adalah shaping pada anak usia 10 tahun 7 bulan dengan ASD with accompanying intellectual impairment - Requiring very substantial support yang nonverbal. Intervensi pada penelitian ini terdiri dari 14 sesi. Hasil penelitian menunjukkan bahwa terdapat peningkatan persentase penampilan tiap langkah perilaku target tanpa diberikan prompt fisik. Walaupun demikian, partisipan masih sesekali membutuhkan prompt fisik untuk menampilkan Langkah D.

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The neurodevelopmental disorder Autism Spectrum Disorder ASD often co occurs with Intellectual Disability ID . The diagnosis for the individual with both conditions is ASD with intellectual impairment. Children with this condition usually experience difficulties in acquiring adaptive functions, which includes self help skills. Difficulties are more evident in children with severe ASD and or ID because it is more difficult for them to concentrate and understand instructions, among other things. Even so, on children with ASD with intellectual impairment, it is important to teach self help skills before other skills to increase their autonomy and quality of life.

In this study, the self help skill taught is the showering skill, specifically the ability to wash their body until it is clean using a water scooper gayung . This behavior consists of four steps Step A D , which starts with holding the water scooper and ends with pouring water to the body. The technique used is shaping on a 10 years and 7 months old girl with ASD with intellectual impairment who is nonverbal. The intervention program consists of 14 sessions. Results show that there is an increase in the percentage of each step of the target behavior appearing without physical prompt. However, the participant still occasionally needs physical prompt to perform Step D."

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Tesis ini berawal dari sebuah hipotesis yang mengatakan bahwa anak dengan Autism Spectrum Disorder (ASD) mengalami gangguan bahasa secara semantik atau disebut sebagai defisit semantik.  Berdasarkan pengamatan awal  di sekolah Cahaya Didaktika yang mengamati dua anak ASD ringan berusia 16 dan 11 tahun disimpulkan bahwa dua anak ASD sudah memiliki konsep kata.  Data dari pengamatan awal tidak mencukupi untuk membuktikan hipotesis defisit semanti. Karena data awal tidak mencukupi untuk membuktikan hipotesis defisit semantik, tesis ini memperluas penyelidikan sebelumnya dengan tes pengetahuan leksikal breadth dan leksikal depth guna menjawab hipotesis defisit semantik.

 Rangkaian tes dilakukan yang terdiri atas tes pengetahuan leksikal breadth melalui tugas pemilihan leksikal dan tes pengetahuan leksikal depth melalui tugas definisi kata yang dilakukan terhadap dua anak ASD dan membandingkan dengan grup kontrol berusia sama dengan usia mental ASD yaitu 8 tahun dan 10 tahun. Stimulus terdiri atas 39 kata dan 39 pseudoword dengan kriteria pemerolehan leksikal anak usia 5 tahun, kelas kata verba dan nomina, dan bersuku kata dua. Data tersebut diolah dengan uji statistik Wilcoxon,  klasifikasi definisi kata dari  Hadley, Dickinson, Hirsh-Pasek, dan Golinkoff (2015) dan taksonomi semantik dari De Deyne dan Storms (2008). Berdasarkan dari hasil rangkaian tes pengetahuan leksikal breadth dan depth ditemukan bahwa anak ASD dalam penelitian ini  mengalami defisit semantik dengan ditandai pengetahuan leksikal breadth dan depth yang lemah.

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This thesis started from the hypothesis that children with Autism Spectrum Disorder (ASD) suffers from semantic language disorder or semantic deficit. Based on preliminary observation conducted on two children with mild ASD studying at Cahaya Didaktika school (aged 16 and 11 years old), it is concluded that the children have word concepts. However, because data from the preliminary observation is not enough to prove the existence of semantic deficit, this thesis extends the previous investigation by utilizing the lexical breadth and depth tests.The tests comprise lexical knowledge breadth test through Lexical Decision Task and lexical knowledge depth test through word definition that are done by two mild ASD children and control groups matched on the mental age of the ASD children, which are 8 and 10 years old. The stimuli are 39 words with Age of Acquisition of 5 years old and 39 corresponding pseudowords, including verbs and nouns and having two syllables. Data are then analyzed statistically by and are classified according to the word definition classificationof Hadley, Dickinson, Hirsh-Pasek, and Golinkoff (2015) and De Deyne & Storms (2008) semantic taxonomy. The results demonstrate that children with ASD suffers from semantic deficit which are characterized by lack of breadth and depth their lexical knowledge."

"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"

"This book examines current and emerging techniques for the dynamic and evolving field of autism assessment. It provides a detailed, research-based discussion of the latest innovations in assessment from a practical perspective accumulated from decades of autism assessment and treatment training and experience in both educational and clinical settings. The book provides personal insights into the engaging and intriguing autism population and case studies of children who have captured the hearts and minds of clinicians nationwide. As the rates of autism have grown more than 10-fold during the past decade, researchers have questioned whether unclear diagnostic guidelines may be to blame for the high numbers of recently diagnosed children. Rather, the authors argue, tighter agreed upon methods for diagnosis of autism have allowed for more accurate identification of children who indeed require supportive treatments and therapies. This unique volume provides readers with clarity about best-practice assessment approaches from sequential and pragmatic perspectives as well as an understanding of critical issues and hurdles in ascertaining the appropriate diagnosis. In addition, myriad potential comorbid conditions or differential diagnoses are addressed. This book is a must-have resource for clinicians and practitioners as well as researchers and graduate students in the fields of child and school psychology, behavioral therapy, social work, psychiatry, pediatrics, forensic psychology, and educational and healthcare policy"--Publisher's description."

"This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) in 36 preschoolers with autism spectrum disorders. Each treatment was delivered 3 times per week, in 20-min sessions, for 6 months. The results revealed that the RPMT facilitated the frequency of generalized turn taking and generalized initiating joint attention more than did the PECS. The latter effect occurred only for children who began treatment with at least some initiating joint attention. In contrast, the PECS facilitated generalized requests more than the RPMT in children with very little initiating joint attention prior to treatment. These effect sizes were large."

"Analisis gangguan fonologi dan pengaruhnya terhadap penguraian kata pada anak Autism Spectrum Disorder (ASD; eg, Santoso, et al., 2017, Ningsih, 2015) masih jarang ditemukan dalam penelitian kebahasaan Indonesia. Tulisan ini bertujuan untuk membahas beberapa gangguan fonologis pada anak ASD dan keterampilan decoding mereka, terutama untuk kata-kata dengan konsonan bilabial. Tujuan lain dari penelitian ini adalah untuk menemukan metode atau strategi yang paling efektif yang dapat digunakan dalam mengajar anak ASD membaca teks. Selain itu, hasil tulisan ini juga dapat menjadi studi percontohan untuk mengetahui bagaimana anak ASD akan melafalkan konsonan bilabial dalam bahasa Inggris mengingat fonem konsonan bilabial dalam bahasa Indonesia dan bahasa Inggris cukup mirip. Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan tiga anak ASD berusia antara 14 dan 18 tahun dengan kondisi kecerdasan yang berbeda. Studi tersebut mengungkapkan bahwa peserta ASD tidak bisa mengucapkan semua fonem konsonan bilabial [p], [b], [m], dan [w] secara akurat dalam tugas pengulangan, dan masing-masing memiliki hambatan saat menyuarakannya. Proses decoding atipikal diklasifikasikan dalam tiga kondisi; membaca keseluruhan teks dengan font ukuran normal secara mandiri, membaca kata bilabial dengan font ukuran normal secara mandiri, dan membaca kata bilabial dengan font ukuran besar secara mandiri. Berdasarkan tingkat keberhasilan dalam pengucapan di tiga kondisi decoding, metode alternatif diusulkan dalam membantu membaca ASD untuk membacakan kata-kata; menggunakan kata-kata berukuran besar. Kesimpulannya, makalah ini mengakui kesulitan anak ASD dalam membunyikan fonem konsonan bilabial, proses fonologis yang terjadi pada mereka saat menyuarakan kata-kata, dan metode baru yang dapat digunakan dalam mengajar mereka membaca.

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Phonological impairment analysis and its effects on word decoding in children with Autism Spectrum Disorder (ASD; e.g., Santoso, et al., 2017, Ningsih, 2015) is still rarely found in Indonesian linguistic research. This paper aims to discuss some phonological impairments in ASD children and their decoding skills, especially for words with bilabial consonants. Another purpose of this study is to discover the most effective method or strategy that can be used in teaching ASD children to read a text. Additionally, the result of this paper could also become a pilot study for knowing how ASD children would pronounce bilabial consonants in English considering that bilabial consonant phonemes in Indonesian and English are quite similar. The method used in this study is the qualitative method with three ASD children aged between 14 and 18 years old with different intelligence conditions. The study revealed that the ASD participants could not pronounce all the bilabial consonant phonemes [p], [b], [m], and [w] accurately in the repetition task, and each had her or his impediment while voicing them out. Atypical decoding processes were classified in three conditions; reading the whole text with a normal-size font independently, reading bilabial words with a normal-size font independently, and reading bilabial words with a big-size font independently. Based on the extent of the success in pronunciation across the three decoding conditions, an alternative method was proposed in assisting ASD reading to read out words; using big-size words. In conclusion, this paper acknowledges difficulty of ASD children in sounding the bilabial consonant phonemes, a phonological process that happens to them while voicing out the words, and a new method that can be used in teaching them reading."

"Penelitian ini menganalisis bagaimana pertanggungjawaban pidana dan pemidanaan pelaku anak dengan autism spectrum disorder (ASD) dalam hukum pidana Indonesia. Anak penyandang ASD yang berhadapan dengan hukum sebagai pelaku anak memerlukan penelitian lebih lanjut dengan melibatkan ahli untuk menentukan pertanggungjawaban pidananya karena pelaku anak dengan ASD tidak memiliki kapasitas mental yang sama dengan anak pada umumnya dikarenakan kondisi ASD yang dimilikinya merupakan sebuah spektrum dengan gejala dan tingkat keparahan yang berbeda-beda pada setiap penyandangnya. Kapasitas mental pelaku anak penyandnag ASD berkaitan dengan kemampuannya mengetahui dan menghendaki perbuatannya untuk menentukan apakah mereka mampu atau tidak mampu bertanggung jawab. Pelaku anak dengan ASD yang memiliki tingkat keparahan ringan dengan gejala ASD yang tidak terlalu berat masih dianggap mampu dan kurang mampu bertanggung jawab, sedangkan pelaku anak dengan ASD yang memiliki tingkat keparahan parah dan gejala yang berat dianggap tidak mampu mempertanggungjawabkan perbuatannya. Apabila mereka dianggap mampu atau kurang mampu bertanggung jawab, pemidanaan yang diberikan harus disesuaikan dengan kondisi ASD nya, bahkan apabila mereka dianggap tidak mampu bertanggung jawab, mereka tetap membutuhkan rehabilitasi untuk mencegah terjadinya pengulangan tindak pidana.

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This research analyzes how criminal liability and punishment of child offenders with autism spectrum disorder (ASD) in Indonesian criminal law. Children with ASD who are in conflict with the law as child offenders require further research by involving experts to determine their criminal liability because child offenders with ASD do not have the same mental capacity as children in general because their ASD condition is a spectrum with symptoms and severity that vary for each person. The mental capacity of child offenders with ASD relates to their ability to know and will their actions to determine whether they are able or unable to take responsibility. Child offenders with ASD who have mild severity with less severe ASD symptoms are still considered capable and less capable of responsibility, while child offenders with ASD who have severe severity and severe symptoms are considered unable to take responsibility for their actions. If they are considered capable or less capable of being responsible, the punishment given must be adjusted to the condition of their ASD, even if they are considered unable to be responsible, they still need rehabilitation to prevent repetition of criminal acts."

"Sikap siswa terhadap bullying menjelaskan mengenai sikap positif atau negatif yang dimiliki oleh siswa mengenai korban atau pelaku bullying. Penelitian ini disusun untuk melihat hubungan antara general belief in a just world yang dimiliki oleh siswa reguler di sekolah inklusi dengan sikap mereka terhadap bullying kepada siswa ASD. Penelitian ini menggunakan sampel sebanyak 65 siswa reguler pada dua SMP inklusi di Jakarta dengan menggunakan dua alat ukur, yakni General BJW-Scale dari Dalbert (2000) serta Provictim Scale Rigby (1997).Dari penelitian ini diperoleh kesimpulan bahwa terdapat hubungan yang positif signifikan antara General BJW yang dimiliki oleh siswa dengan kecendrungan sikap mereka terhadap bullying yang mana siswa dengan general BJW yang tinggi cenderung menunjukkan sikap yang negatif terhadap bullying kepada siswa ASD. Sikap siswa yang negatif terhadap bullying menunjukkan bahwa siswa tersebut menolak bullying yang terjadi dan mendukung teman ASD mereka. Faktor demografis seperti jenis kelamin, usia, dan hubungan kekerabatan dengan ASD tidak memiliki pengaruh yang signifikan terhadap sikap siswa mengenai bullying kepada siswa ASD.

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Students' attitude towards bullying explains their positive or negative attitude towards bullies or their victims. This research is aimed to view the relationship between the general belief in a just world of regular-class students in an inclusive school and their attitude towards bullying to ASD students. This research utilizes 65 regular-class students from two inclusive junior high schools in Jakarta as samples, using two instruments, which are the General BJW-Scale by Dalbert (2000) and the Provictim Scale by Rigby (1997).

From this research, it can be concluded that there is a positive significant relationship between General BJW of regular-students with their attitude towards bullying, where students with relatively high general BJW tend to display a negative attitude towards bullying to ASD students. This negative attitude towards bullying shows student's disagreement about bullying dan support to their ASD's schoolmates. Demographic factors such as sex, age, and familiarity with ASD do not have a significant relationship towards students' attitude towards bullying of ASD students."