.jpg)
Email this article 
Peran Orangtua dalam Melatih Keterampilan Sosial pada Remaja dengan Autisme
Abstract
Adolesscent with Autism Spectrum Disorder (ASD) tend to be ostracized and bullied in school because they have fewer social skills. Though social skills can be improved, even though ASD teens will have certain challenges. Therefore the role of parents is very important in improving their social skills. This research was conducted to see how the description of social skills possessed by ASD adolescents, viewed from an internal process consisting of three aspects namely emotional awareness and understanding, a theory of mind, and problem-solving and how the role of parents in training social skills in them. Participants in this study were two mothers from mild ASD adolescents. Methods of data collection through interviews, open questionnaires, and four measuring instruments (Karolinska Directed Emotional Face test, Faux Pas Stories Test, Problem Solving Questionnaire, and Recognizing and Responding to a Problem Situation Assessment). The results of this study indicate that the role of parents in practicing social skills in ASD adolescents has not shown optimal results, as evidenced by the lack of social skills possessed by ASD adolescents and the social problems they face in school.
Keywords
Full Text:
PDFReferences
American Psychiatric Association. (2000). Diagnostic and Statistical manual of Mental Disorders IV Text Revision. Washington DC: American Psychiatric Association Press.
Begeer, S., Gevers, C., Clifford, P., Verhoeve, M., Kat, K., Hoddenbach, E., & Boer, F. (2011). Theory of mind training in children with autism: A randomized controlled trial. Journal of Autism and Developmental Disorder, 41: 997-1006.
Berggren, S. (2017). Emotion Recognition and Expression in Autism Spectrum Disorder: Significance, Complexity, and Effect of Training. Stockholm: Karolinska Institutet.
Colorosa, S.R., & Makela. C.J. (2014). Integrative Literature Review: Styles of Learning for Autism Spectrum Disorders and Human Resources Development: Informing Performance Management. International Journal of Business and Social Science. 5(13): 1-12.
Cote, Debra L. (2011). Implementing a problem-solving intervention with students with mild to moderate disabilities. Intervention in School and Clinic, 46(5): 259-265. DOI: 10.1177/1053451210395387.
D’Zurilla, T. J., Nezu, A. M., & Maydeu-Olivares, A. (2004). Social problem solving: theory and assessment. In E. C. Chang, T. J. D’Zurilla and L. J. Sanna (eds), Social Problem Solving: Theory, Research, and Training, pp. 11-27. Washington, DC: American Psychological Association.
Daraee, M., Salehi, K., & Fakhr, M. (2016). Comparison of social skills between students in ordinary and talented schools. The European Proceedings of Social and Behavioral Sciences. DOI: 10.15405/epsbs.2016.11.52.
Garcia-Molina, I., & Clemente-Estevan, R.A. (2019). Autism and faux pas, influences of presentation modality and working memory. The Spanish Journal of Psychology, 22: E13. DOI: 10.1017/sjp.2019.13.
Gutstein, S. R., & Whitney, T. (2002). Asperger Syndrome and the development of Social Competence. Focus on Autism and Other Developmental Disabilities, 17(3), 161-171.
Hogdgon, L.A. (1995). Visual Strategies for Improving Communication-Practical Supports for School and Home. Michigan: Quick Roberts Publishing.
Hutchings, T. L., & Prelock, P. A. (2008). Supporting theory of mind development: considerations and recommendations for professionals providing services to individuals with autism spectrum disorder. Topics in Language Disorders. 28(4): 340-364.
Karst, J.S. et al. (2014). Parent and Family Outcomes of PEERS: A Social Skills Intervention for Adolescents with Autism Spectrum Disorder. Journal Autism Development Disorder. DOI 10.1007/s10803-014-2231-6.
Lee, T.M., Ip, A. K., Wang, K., Xi, C. H., Hu, P. P., Mak, H. K., . . . Chan, C. C. (2010). Faux pas deficits in people with medial frontal lesions as related to impaired understanding of a speaker’s mental state. Neuropsychologia, 48(6):1670-6. DOI: 10.1016/j.neuropsychologia.2010.02.012.
Little, S.G., Swangler, John., & Little, A.A. (2017). Handbook of Social Behavior and Skills in Children: Defining Social Skills. Springer International Publishing AG.
Lundqvist, D., Flykt, A., & Öhman, A. (1998). The Karolinska Directed Emotional Faces - KDEF, CD ROM from Department of Clinical Neuroscience, Psychology section, Karolinska Institutet, ISBN 91-630-7164-9.
Olsson, N.C. et al. (2017). Social Skills Training for Children and Adolescents with Autism Spectrum Disorder: A Randomized Controlled Trial. Journal of the American Academy of Child & Adolescent Psychiatry. 56(7): 585-592.
Ozonoff, S., & Mille, J. N. (1995). Teaching theory of mind: a new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders. 25(4): 415-433.
Patrick, Nancy J. (2008). Social Skills for Teenagers and Adults with Asperger Syndrome. Philadelphia: Jessica Kingsley Publishers.
Solomon, Marjorie., Jones, B.L.G., & Anders, T.F. (2004). A Social Adjustment Enhancement Intervention for High Functioning Autism, Asperger’s Syndrome, and Pervasive Developmental Disorder NOS. Journal of Autism and Developmental Disorder. 34(6): 649-668.
Sukinah. (2010). Manajemen strategi implementasi pendidikan inklusi. Jurnal Pendidikan Khusus UNY. 7(2):46.
Sukmadinata, N.S. (2011). Metode Penelitian Pendidikan. Bandung: Remaja Rosadakarya.
Tanaka, J.W., & Sung, Andrew. (2016). The “Eye Avoidance” Hypothesis of Autism Face Processing. Journal of Autism and Developmental Disorder. 46(5): 1538-1552.
Vlachou, Anastasia., & Stavroussi, Panayiota. (2016). Promoting social inclusion: a structured intervention for enhancing interpersonal problem-solving skills in children with mild intellectual disabilities. Support for Learning, 31(1): 27-45. DOI: 10.1111/1467-9604.12112.
Weiss, M. J., & Harris, S. L. (2001). Teaching Social Skills to People with Autism. Behavior Modification, 25: 785-802.
Wegrzyn, M., Vogt, M., Kireclioglu B., Schneider, J., & Kissler, J. (2017). Mapping the emotional face: How individual face parts contribute to successful emotion recognition. PloS ONE 12(5): e0177239. DOI 10.1371/journal.pone.0177239.
Westra, Evan., & Carruthers, Peter. (2018). Encyclopedia of Evolutionary Psychological Science: Theory of Mind. Springer International Publishing. DOI: 10.1007/978-3-319-16999-6_2376-1.
White, S.W., Keonig, Kathleen., & Scahill, Lawrence. (2007). Social Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research. Journal Autism Development Disorder, 37: 1858-1868.
Yakubova, G., & Taber-Doughty, T.(2017). Improving problem-solving performance of students with autism spectrusm disorders. Focus on Autism and Other Developmental Disabilities. 32(1): 3-17.
DOI: https://doi.org/10.32528/ins.v16i1.3210
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Insight : Jurnal Pemikiran dan Penelitian Psikologi
This work is licensed under a Creative Commons Attribution 4.0 International License.
View My Stats