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Rizky, Anisa Sri
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Parental Parenting Patterns Toward Children with Disabilities in the Inclusive School Raudhatul Athfal Ulumul Quran Al Madani Banjarbaru Muthaharah, Hanifa; Hermanto, Hermanto; Rizky, Anisa Sri; Aulia, Cindy Rahmi; Edlina, Monika Nur
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.272-283

Abstract

Parenting children with disabilities requires adaptive strategies that address their unique developmental and emotional needs. However, variations in parenting practices are often overlooked, particularly in understanding how core parenting dimensions are applied in real contexts. This study aims to provide an in-depth description of parenting styles and their key aspects warmth, control, and communication among parents of children with disabilities. This research employs a qualitative approach with a descriptive multiple case study design. Informants were selected purposively, consisting of four parents of children with disabilities, one special education teacher, and one individual from the parents’ social environment. Data were collected through in-depth interviews, observations, and documentation, and analyzed through cross-case comparison. The findings indicate that parenting practices generally reflect a democratic pattern. However, the implementation of warmth, control, and communication varies across cases and is adapted to the child’s specific condition. In addition, parents face several challenges, including limited knowledge and skills, difficulties in supporting children’s developmental tasks, and constraints related to the child’s condition. In conclusion, parenting in this context is dynamic and context-dependent, highlighting the need for increased parental support and practical guidance.
Application of Time-Out Strategies to Reduce Tantrum Behavior in Children With Autism Spectrum Disorder (ASD) Edlina, Monika Nur; Mumpuniarti, Mumpuniarti; Rijal, Muhamad Aflaha; Mutharah, Hanifa; Aulia, Cindy Rahmi; Rizky, Anisa Sri
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.927-950

Abstract

This study aimed to reduce tantrum behavior in students with Autism Spectrum Disorder (ASD) through the implementation of a structured time-out strategy in a Special School (SLB). The research was motivated by the high frequency, duration, and intensity of tantrums that significantly disrupted the learning process, while existing behavior-management practices were largely reactive and unstructured. Using a Classroom Action Research (CAR) design, the study was conducted in three cycles consisting of planning, action, observation, and reflection. The participants were two students with ASD who frequently exhibited tantrum behavior. Data were collected through structured observations, interviews with teachers and parents, and documentation, and were analyzed using qualitative and quantitative approaches with triangulation to ensure data credibility. The findings showed a consistent reduction in tantrum frequency, duration, and intensity across the three cycles. By the final cycle, tantrum intensity decreased from moderate–severe to mild. The study concludes that the time-out strategy is an effective and practical intervention for managing tantrum behavior in students with ASD in special school settings.
Co-Authors Aulia, Cindy Rahmi Edlina, Monika Nur Hermanto Hermanto Mumpuniarti Mumpuniarti Muthaharah, Hanifa Mutharah, Hanifa Rijal, Muhamad Aflaha