Abstract
The deficit in independen can be seen on the teacher often helps or directs children with ASD (Autism Spectrum Disorder) to complete tasks. The aim of this study is to investigate the effectiveness of Individual Work System for students with autism. The research is being conducted by applying individual work system for children with autism to improve completing the task. This research uses quasi experimental using reversal design A-B design in five subjects diagnosed with mild autism, aged elementary school, had problems in completing the tasks and have ability to simple intruction. The data collection tool uses observations that assess off-task/on-task behavior, teacher prompting, task completion. Data obtained were analyzed using Wilcoxon statistical test. The result showed that the intervention using that idividual work system was effective increase independence of task completion for children with ASD (p=0.04). Observations on all subjects showed increased on-task behavior, increased task completion, and reduced teacher prompting.
Highlights
The deficit in independen can be seen on the teacher often helps or directs children with ASD (Autism Spectrum Disorder) to complete tasks
The aim of this study is to investigate the effectiveness of Individual Work System for students with autism
Autism spectrum disorders in the DSM V: Better or worse than DSM IV?
Summary
Signed Rank Test diperoleh data bahwa secara statistik ada perbedaan signifikan terhadap peningkatan kemandirian penyelesaian tugas pada anak dengan autisme. Hasil dari uji statistik menunjukkan p= .04, sehingga perbedaan yang dihasilkan dari IWS untuk anak dengan autisme adalah signifikan. Wilcoxon Signed Rank Test ditunjukkan pada hasil penelitian yang dilakukan
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