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Abstrak :
Berbagai literatur mengemukakan bahwa joint attention merupakan defisit yang khas dialami anak dengan autism spectrum disorders (ASD). Joint attention merupakan dasar utama dari perkembangan sosial-komunikasi anak, dan anak dengan ASD umumnya mengalami masalah dalam hal ini (Volkmar, 2007). Pivotal response training (PRT) merupakan salah satu bentuk intervensi yang dapat diterapkan untuk membantu anak dengan ASD meningkatkan kemampuan joint attention. Penelitian ini menggunakan desain single-subject untuk melihat apakah penerapan PRT secara efektif dapat meningkatkan kemampuan joint attention pada anak dengan ASD. Penerapan teknik PRT akan dilakukan oleh ibu. Hasil menunjukkan bahwa terdapat peningkatan perilaku joint attention setelah diterapkannya intervensi PRT oleh ibu.

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Various literatures have been explaining that joint attention deficiency is unique to children with autism spectrum disorders (ASD). Joint attention is the main fundamental for social-communication development of children, and children with ASD usually have problem with this skill (Volkmar, 2007). Pivotal response training (PRT) is one of the interventions that can be used to increase joint attention skill. This current study used single-subject design to find whether PRT is effective to increase joint attention skill for child with ASD. PRT intervention is used by the mother. Results indicated the increase of joint attention after PRT intervention have been used.

Abstrak :
ABSTRAK
Latar belakang. Gangguan tidur merupakan gangguan penyerta pada anak gangguan spektrum autisme (GSA), yang memiliki prevalens tinggi serta dapat mengakibatkan perilaku negatif terhadap lingkungannya atau perilaku maladaptif eksternalisasi. Gangguan tidur pada anak GSA perlu dideteksi secara dini, karena bila tidak akan menyebabkan keterlambatan terapi dan menyebabkan anak makin berperilaku negatif serta menyebabkan stres pada keluarga. Tujuan. Mengetahui pola gangguan tidur dan gambaran perilaku maladaptif eksternalisasi pada anak GSA, serta mengetahui perbedaan rerata nilai indeks perilaku maladaptif eksternalisasi (v-scale), pada anak GSA dengan gangguan tidur dan tanpa gangguan tidur. Metode. Penelitian potong lintang analitik di klinik dan tempat terapi anak berkebutuhan khusus di Jakarta pada bulan Juni-Agustus 2014. Skrining gangguan tidur dengan kuesioner Sleep Disturbance Scale for Children (SDSC) dan penilaian perilaku maladaptif eksternallisasi dengan kuesioner Vineland-II dilakukan terhadap 40 anak GSA yang dipilih secara konsekutif. Subjek penelitian dibagi menjadi dua kelompok yaitu kelompok gangguan tidur (20 anak) dan kelompok tanpa gangguan tidur (20 anak). Hasil. Rentang usia dalam penelitian ini adalah 3-18 tahun dengan median usia 3,5 tahun. Proporsi terbanyak gangguan tidur pada anak GSA terdapat pada kelompok usia 3-5 tahun (15 dari 20 subjek). Pola gangguan tidur terbanyak pada anak GSA adalah gangguan memulai dan mempertahankan tidur (17 dari 20 subjek) diikuti oleh gangguan somnolen berlebihan (8 dari 20 subjek). Nilai median v-scale perilaku maladaptif eksternalisasi pada anak GSA adalah 18 (rentang 12-22), dan terdapat kecenderungan peningkatan nilai median v-scale perilaku maladaptif eksternalisasi seiring dengan peningkatan usia pada kedua kelompok. Nilai rerata v-scale perilaku maladaptif eksternalisasi pada kelompok GSA dengan gangguan tidur lebih tinggi dibandingkan kelompok tanpa gangguan tidur (18,8 dan 17,6 secara berurutan, mean difference 1,2; p 0,35 (p ≥ 0,05)). Simpulan. Proporsi terbanyak gangguan tidur pada anak GSA terdapat pada kelompok usia 3-5 tahun. Pola gangguan tidur terbanyak pada anak GSA adalah gangguan memulai dan mempertahankan tidur diikuti oleh gangguan somnolen berlebihan. Anak GSA dengan gangguan tidur memiliki nilai rerata indeks perilaku maladaptif eksternalisasi yang lebih tinggi dibandingkan tanpa gangguan tidur, namun tidak bermakna secara klinis dan statistik.

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ABSTRACT
Background. Sleep disorders is a comorbidity in Autism Spectrum Disorders (ASD), which has high prevalence and can cause negative behavior toward his surrounding or externalizing maladaptive behavior. Sleep disorders in ASD needs to be early detected, otherwise it will delay the treatment and children will behave more negative and cause the stress in family. Objectives. To identify sleep patterns and externalizing maladaptive behavior in children with ASD, and to identify the mean difference of index score of externalizing maladaptive behavior of (v-scale) in ASD children with or without sleep disorders. Methods. This study was analytical cross-sectional performed in the clinic and a therapy for children with special needs in Jakarta, in Juni-August 2014. Sleep disorders were screened using Sleep Disturbance Scale for Children (SDSC) questionnaire and externalizing maladaptive behavior was assessed using Vineland-II questioinnaire in 40 ASD children consecutively. They were divided into two groups, one group of sleep disorders (20 children) and other without sleep disorders (20 children). Results. Age range in this study was 3-18 years old, with median age of 3.5 years old. The majority of sleep disorders in ASD was in age range 3-5 years (15 of 20 subjetcs). The most frequent sleep disorders in ASD were difficulty in initiating and maintaning sleep (17 of 20 subjetcs), followed by disorder of excessive somnolence (8 of 20 subjetcs). The v-scale median score in ASD was 18 (range 12-22), and there was tendency of increased v-scale median score along with increased age. The mean of v-scale in externalizing maladaptive behavior in ASD with sleep disorders group was higher than without sleep disorders group (18.8 and 17.6 respectively, mean difference 1,2; p 0.35 ((p ≥ 0,05)). Conclusion. The majority of sleep disorders in ASD was in age range 3-5 years. The most frequent sleep disorders in ASD were difficulty in initiating and maintaning sleep, followed by disorder of excessive somnolence. Autism spectrum disorders children with sleep disorders has higher index externalizing maladaptive behavior mean than without sleep disorders, but was not meaningful clinically and statistically.

Abstrak :
Hadirnya anak dengan Autism Spectrum Disorders (ASD) di tengah keluarga memiliki dampak pada kehidupan orangtua. Penelitian ini bertujuan untuk mengetahui hubungan antara tingkat penolakan orangtua terhadap kondisi anak penyandang ASD dengan tingkat kelelahan yang dialami orangtua. Desain penelitian yang digunakan analitik numerik cross-sectional, dengan 61 orangtua yang didapatkan melalui cluster random sampling pada 15 sekolah luar biasa di Jakarta Selatan. Penelitian ini menggunakan Parent Acceptance-Rejection Questionnaire (PARQ) dan kuesioner kelelahan. Hasil analisis menggunakan uji Pearson menunjukkan bahwa terdapat korelasi yang signifikan antara tingkat penolakan orangtua dengan tingkat kelelahan yang dialami orangtua (p=0,001; r=0,407; α=0,05). Hal ini menggambarkan bahwa pentingnya memberi asuhan sejak awal kepada orangtua untuk mendorong orangtua agar menerima kondisi anak, sehingga risiko terjadinya kelelahan berkurang. ......The presence of children with Autism Spectrum Disorders (ASD) in the family has an impact on parent?s life. This study aims to determine the relationship between parental rejection levels of the ASD children conditions with levels of fatigue experienced by parents. The design of this study was cross-sectional analytic numerical, with 61 parents recruited by cluster random sampling in 15 special schools in South Jakarta. This study used a Parent Acceptance-Rejection Questionnaire (PARQ) and fatigue questionnaire. The results of Pearson test showed that there is a significant correlation between the level of parental rejection and the levels of fatigue experienced by parents (p=0,001; r=0,407; α=0,05). It represents the importance of giving care from the beginning to the parents and encourage parents to accept the children?s condition, so that can reduce the risk for experiencing fatigue.

Abstrak :
Kemampuan untuk melakukan komunikasi dua arah merupakan masalah utama anak dengan autisme. Pendekatan DIR/Floortime merupakan pendekatan multi disiplin yang fokus meningkatkan kualitas komunikasi dan interaksi antara caregiver dan anak. Penelitian ini menggunakan desain penelitian single case design (N=1), yang bertujuan untuk melihat efektivitas penerapan prinsip DIR/Floortime untuk meningkatkan kualitas komunikasi dua arah antara ibu dan anak dengan autisme. Peningkatan kualitas komunikasi dua arah diukur melalui peningkatan frekuensi Circle of Communication (CoC) dan skor Functional Emotional Assesment Scale (FEAS) ibu dan anak. Penelitian ini juga menggunakan alat ukur penunjang untuk mengetahui profil biologis ibu dan anak, yaitu Sensory Processing Motor Planning Questionnaire (SPMPQ) dan Observe Child's Behavior Challenge (OCBC). ...... Two-way communications is the core deficit of child with autism. DIR/Floortime is a multidiscipline approach that focus to improve the quality of communication and interaction between caregiver and child. This research is a single case design (N=1), that aimed to determine the effectiveness of the application of DIR/Floortime approach to increase the quality of two-way communications between mother and child with Autism Spectrum Disorder (ASD). The improvement of the two-way communication is measured from the increase of circle of communication's frequency and child and caregiver's functional emotional assessment scale's scores. This research also used supporting tools that used to know about child and caregiver's biological profile, such as Sensory Processing Motor Planning Questionnaire (SPMPQ) dan Observe Child?s Behavior Challenge (OCBC).

Abstrak :
This textbook offers real-world case studies for using Applied Behavior Analysis (ABA) to create, implement, and appraise behavior intervention programs across a variety of client situations. Its chapters are formatted for ease of use and retention and organized to focus on the core components of ABA: assessment, planning, implementation, evaluation, and research/ethics. Illustrative cases represent a diversity of problem behaviors, settings, social contexts, and life stages, and includes questions about data collection, goal setting, communication with families, and other processes of effective ABA practice. Together they emphasize not only the content knowledge involved in designing interventions, but also the interpersonal skills necessary for helping change complex challenging behaviors. These fifty case studies: - Are suited to individual or team training. - Present guiding questions regarding ABA process and professional practice - Feature charts, forms, templates, and other practical tools. - Include links to Behavior Analyst Certification Board resources. - Demonstrate the flexibility of ABA for use with children, adolescents, adults, or seniors.