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Penerapan Teknik Shaping untuk meningkatkan durasi on-task behavior pada anak dengan masalah atensi Anjani, Savira; Tjakrawiralaksana, Mita Aswanti
Jurnal Ilmiah Psikologi Terapan Vol 7, No 2 (2019)
Publisher : University of Muhammadiyah Malang

Abstrak.Â Kemampuan mempertahankan atensi terlihat pada on-task behavior, dimana anak mampu mengerjakan tugas tanpa melakukan kegiatan lain yang tidak berkaitan. On-task behavior menjadi target perilaku yang ingin diintervensi pada S, anak laki-laki berusia 4 tahun 5 bulan dengan diagnosa Attentional Disorder (ICDL-DMIC). Berdasarkan pemeriksaan, rentang atensinya berada dibawah taraf rata-rata anak seusianya dan terlihat dari kesulitannya dalam menyelesaikan kegiatan. Penelitian single-subject ini bertujuan untuk melihat efektivitas dari penerapan teknik shaping dalam meningkatkan durasi on-task behavior pada anak dengan masalah atensi, dengan hipotesa teknik shaping mampu meningkatkan durasi on-task behavior. Terdapat peningkatan durasi saat intervensi diberikan. Dalam intervensi ini, orangtua memiliki peran besar sebagai pemberi prompt dan reinforcement untuk mempermudah proses generalisasi.Kata Kunci: Shaping, On-Task Behavior, Attentional DisorderAbstract. The ability to maintain attention is seen from on-task behavior, when child can do a task without do other unrelated activities. On-task behavior is the targeted behavior to intervene from S, a 4 years 5 months old boy with a diagnosis Attentional Disorder (ICDL-DMIC). Based on asssessment, S has shorter duration of attention than the expected duration of his age and shown on his difficulties in finishing any activities. This single-subject research aims to examine the effectiveness of the application of shaping technique in increasing the duration of on-task behavior, and hypothesized that itâ€™s application will increase on-task behaviorâ€™s duration. The result shows that there is an increase in on-task behaviorâ€™s duration. In this research, parents took a bigger role as prompt and reinforcer giver to ease the process of generalization. Keywords: Shaping, On-Task Behavior, Attentional Disorder

Prompting dan Positive Reinforcement untuk Meningkatkan Keterampilan Berpakaian Pada Anak dengan Intellectual Disability Murpratiwi, Ika Agustina; Tjakrawiralaksana, Mita Aswanti
Jurnal Psikologi Teori dan Terapan Vol 8, No 2 (2018): Jurnal Psikologi Teori dan Terapan
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jptt.v8n2.p112-123

Children with intellectual disability (ID) have deficits in their cognitive and adaptive function. One of the important skills of adaptive function which need to be mastered is dressing up, especially wearing buttoned clothes. However, the limitations possessed by children with ID make them always in need of help from others. Based on this condition, it is necessary to provide interventions to improve the skill of buttoning clothes on children with ID. Using single case A-B design, this study evaluates whether behavior modification intervention improve the clothes buttoning skill of a 9-year-old child with moderate ID. The intervention used prompting technique, namely most-to-least prompting accompanied with the provision of positive reinforcement. Prompt techniques expected to be effective in enhancing dressing upskills; additionally, positive reinforcement was also used to keep the child motivated during the intervention sessions. The results showed an increasing trend on mastery of buttoning skill, decreasing trend for prompt intensity, and immediacy of effect influenced by intervention. The results proves that prompting and positive reinforcement technique was effective for improving the childâ€™s ability in buttoning clothes independently.Â Â Key Words: Prompting, positive reinforcement, buttoning clothesAbstrak: Anak-anak dengan kondisi intellectual disability (ID) mengalami defisit pada fungsi kognitif dan fungsi adaptif. Salah satu keterampilan dari fungsi adaptif yang penting dikuasai adalah berpakaian, terutama memakai baju berkancing.Â Akan tetapi, keterbatasan yang dimiliki oleh anak ID membuat mereka selalu membutuhkan bantuan dari orang lain. Berdasarkan kondisi tersebut, perlu dilakukan pemberian intervensi untuk meningkatkan keterampilan mengancingkan baju pada anak ID. Dengan menggunakan single case A-B design, penelitian ini dilakukan untuk mengevaluasi apakah intervensi modifikasi perilaku dapat meningkatkan keterampilan mengancingkan baju pada anak berusia 9 tahun dengan ID moderate. Intervensi ini menggunakan teknik prompting, yaitu most to least prompting disertai dengan pemberian positive reinforcement. Teknik prompting diharapkan efektif dalam meningkatkan keterampilan mengancingkan baju, sedangkan positive reinforcement digunakan untuk menjaga motivasi anak selama sesi intervensi. Hasil penelitian menunjukkan adanya peningkatan trend pada penguasaan keterampilan mengancingkan baju, penurunan trend untuk intensitas prompt yang digunakan serta immediacy of effect yang dipengaruhi oleh intervensi. Ini membuktikan bahwa teknik prompting dan positive reinforcement efektif meningkatkan keterampilan anak dalam mengancingkan baju secara mandiri.

Penerapan Teknik Shaping untuk meningkatkan durasi on-task behavior pada anak dengan masalah atensi Savira Anjani; Mita Aswanti Tjakrawiralaksana
Jurnal Ilmiah Psikologi Terapan Vol. 7 No. 2 (2019): August
Publisher : University of Muhammadiyah Malang

Abstrak. Kemampuan mempertahankan atensi terlihat pada on-task behavior, dimana anak mampu mengerjakan tugas tanpa melakukan kegiatan lain yang tidak berkaitan. On-task behavior menjadi target perilaku yang ingin diintervensi pada S, anak laki-laki berusia 4 tahun 5 bulan dengan diagnosa Attentional Disorder (ICDL-DMIC). Berdasarkan pemeriksaan, rentang atensinya berada dibawah taraf rata-rata anak seusianya dan terlihat dari kesulitannya dalam menyelesaikan kegiatan. Penelitian single-subject ini bertujuan untuk melihat efektivitas dari penerapan teknik shaping dalam meningkatkan durasi on-task behavior pada anak dengan masalah atensi, dengan hipotesa teknik shaping mampu meningkatkan durasi on-task behavior. Terdapat peningkatan durasi saat intervensi diberikan. Dalam intervensi ini, orangtua memiliki peran besar sebagai pemberi prompt dan reinforcement untuk mempermudah proses generalisasi.Kata Kunci: Shaping, On-Task Behavior, Attentional DisorderAbstract. The ability to maintain attention is seen from on-task behavior, when child can do a task without do other unrelated activities. On-task behavior is the targeted behavior to intervene from S, a 4 years 5 months old boy with a diagnosis Attentional Disorder (ICDL-DMIC). Based on asssessment, S has shorter duration of attention than the expected duration of his age and shown on his difficulties in finishing any activities. This single-subject research aims to examine the effectiveness of the application of shaping technique in increasing the duration of on-task behavior, and hypothesized that it’s application will increase on-task behavior’s duration. The result shows that there is an increase in on-task behavior’s duration. In this research, parents took a bigger role as prompt and reinforcer giver to ease the process of generalization. Keywords: Shaping, On-Task Behavior, Attentional Disorder

Efektivitas intervensi teen anger management and education dalam mengatasi masalah kemarahan dan agresivitas pada remaja perempuan Claudya Carolina; Mita Aswanti Tjakrawiralaksana
Jurnal Ilmiah Psikologi Terapan Vol. 9 No. 2 (2021): August
Publisher : University of Muhammadiyah Malang

Anger management based on the cognitive-behavioral approach is considered an effective intervention to treat anger and aggressivity in adolescence. This study investigates the effectiveness of the cognitive-behavioral intervention on anger in female middle-high school students in Depok. Eight female adolescents (age 12-14) were recruited to participate in this intervention using the purposive sampling method. Anger level was measured during the pre-test, post-test, and follow-up phases using a self-report questionnaire and a program evaluation sheet. Wilcoxon-Sign Rank test showed no significant difference in the participants’ anger level between the three measurement phases. However, according to the program evaluation, the result shows that the participants applied new strategiesto deal with their anger and aggressive behavior. Statistically, the cognitive-behavioral intervention was not effective for treating anger in female adolescents. However, participants were reported to use more adaptive strategies in managing their anger. This intervention could be applied for overcoming aggression and anger in female adolescents in the future.

Efektivitas online group CBT pada stres dan coping strategy remaja perempuan yang terdampak covid-19 Ayu Kartika; Mita Aswanti Tjakrawiralaksana
Jurnal Ilmiah Psikologi Terapan Vol. 9 No. 2 (2021): August
Publisher : University of Muhammadiyah Malang

The COVID-19 pandemic has prompted the Indonesian government to implement a distance learning system. Changes and uncertainties might deteriorate mental health, especially in female adolescents who were initially prone to experiencing stress based on their developmental stage and gender. This study aims to determine the effectiveness of stress management training with Online Group Cognitive Behavioral Therapy approaches in reducing stress and developing adaptive coping strategies. A total of 8 participants (ages 14-15) were recruited online with the purposive sampling technique. Changes in stress levels and coping strategies were tested using Friedman’s ANOVA test. There was a significant reduction in stress that continued until 1-month follow-up and increased adaptive coping strategies after the intervention (post-test). Participants also reported positive changes in cognition and emotion, including increased belief about their ability to handle stress in the future. However, there was no statistically significant reduction in a maladaptive coping strategy. Additional factors, such as individual differences and interactions with the environment influenced the intervention's effectiveness.

Penerapan Program Esteem Builders untuk Meningkatkan Komponen Security dan Selfhood pada Remaja dengan Self-Esteem Rendah Sherly Meidya Ova; Mita Aswanti Tjakrawiralaksana; Luh Surini Yulia Savitri
Jurnal Psikologi Jambi Vol. 2 No. 1 (2017): Jurnal Psikologi Jambi
Publisher : Fakultas Kedokteran dan Ilmu Kesehatan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jpj.v2i1.4082

Prompting dan Positive Reinforcement untuk Meningkatkan Keterampilan Berpakaian Pada Anak dengan Intellectual Disability Ika Agustina Murpratiwi; Mita Aswanti Tjakrawiralaksana
Jurnal Psikologi Teori dan Terapan Vol. 8 No. 2 (2018): Jurnal Psikologi Teori dan Terapan
Publisher : Universitas Negeri Surabaya

Children with intellectual disability (ID) have deficits in their cognitive and adaptive function. One of the important skills of adaptive function which need to be mastered is dressing up, especially wearing buttoned clothes. However, the limitations possessed by children with ID make them always in need of help from others. Based on this condition, it is necessary to provide interventions to improve the skill of buttoning clothes on children with ID. Using single case A-B design, this study evaluates whether behavior modification intervention improve the clothes buttoning skill of a 9-year-old child with moderate ID. The intervention used prompting technique, namely most-to-least prompting accompanied with the provision of positive reinforcement. Prompt techniques expected to be effective in enhancing dressing upskills; additionally, positive reinforcement was also used to keep the child motivated during the intervention sessions. The results showed an increasing trend on mastery of buttoning skill, decreasing trend for prompt intensity, and immediacy of effect influenced by intervention. The results proves that prompting and positive reinforcement technique was effective for improving the childs ability in buttoning clothes independently. Key Words: Prompting, positive reinforcement, buttoning clothesAbstrak: Anak-anak dengan kondisi intellectual disability (ID) mengalami defisit pada fungsi kognitif dan fungsi adaptif. Salah satu keterampilan dari fungsi adaptif yang penting dikuasai adalah berpakaian, terutama memakai baju berkancing. Akan tetapi, keterbatasan yang dimiliki oleh anak ID membuat mereka selalu membutuhkan bantuan dari orang lain. Berdasarkan kondisi tersebut, perlu dilakukan pemberian intervensi untuk meningkatkan keterampilan mengancingkan baju pada anak ID. Dengan menggunakan single case A-B design, penelitian ini dilakukan untuk mengevaluasi apakah intervensi modifikasi perilaku dapat meningkatkan keterampilan mengancingkan baju pada anak berusia 9 tahun dengan ID moderate. Intervensi ini menggunakan teknik prompting, yaitu most to least prompting disertai dengan pemberian positive reinforcement. Teknik prompting diharapkan efektif dalam meningkatkan keterampilan mengancingkan baju, sedangkan positive reinforcement digunakan untuk menjaga motivasi anak selama sesi intervensi. Hasil penelitian menunjukkan adanya peningkatan trend pada penguasaan keterampilan mengancingkan baju, penurunan trend untuk intensitas prompt yang digunakan serta immediacy of effect yang dipengaruhi oleh intervensi. Ini membuktikan bahwa teknik prompting dan positive reinforcement efektif meningkatkan keterampilan anak dalam mengancingkan baju secara mandiri.

EFEKTIVITAS PENERAPAN ANGER MANAGEMENT DALAM MENINGKATKAN KEMAMPUAN MENGELOLA EMOSI MARAH PADA REMAJA LAKI-LAKI Putu Ayu Pradnyasari; Mita Aswanti Tjakrawiralaksana
JURNAL PSIKOLOGI INSIGHT Vol 5, No 1 (2021)
Publisher : Departemen Psikologi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/insight.v5i1.34134

Anger is one of the major triggering factors in violence commited by adolescent. Anger usually become a mediator of domestic violence behavior, especially for adolescent who have problems in regulating and expressing anger. One of the interventions for reducing anger is Teen Anger Management Education (TAME), which implementing cognitive-behavioral approach. This study was aimed to investigate the effectivity of anger management group intervention based on TAME. Design of this study was quasy experimental, which involved 6 male adolescents who have high level of anger, known from their scores on the Buss-Perry Aggression Questionnaire scale, specifically on anger subscale. They were given TAME intervention which was modified into 6 sessions. It took 45-90 minutes for each session, with 3-4 days gap in between. Post-test was taken at the last session and follow-up was taken a month after the last session. Result showed that the scores from 5 out of 6 participants have been decreased statistically significant from before compared to after intervention. Therefore, it can be concluded that anger management group intervention was effective to reduce anger in the majority of participants, Z (-2.04).

PENERAPAN INTERVENSI SOCIAL STORY DAN ROLEPLAY UNTUK MENINGKATKAN KOMPETENSI SOSIAL PADA REMAJA DENGAN AUTISM SEPCTRUM DISORDER Marcellina Yovita; Mita Aswanti Tjakrawiralaksana
JURNAL PSIKOLOGI INSIGHT Vol 5, No 1 (2021)
Publisher : Departemen Psikologi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/insight.v5i1.34221

Abstract This research is aimed to investigate the effect of Social Story intervention combined with roleplay to increase social competence, such as social understanding and social skill on a teenager with Autism Spectrum Disorder (ASD). The design of this research is single subject design, with a 14-year-old teenage boy with ASD as a participant. Social understanding was measured by answers from the participant on social story worksheet, whereas social skill was measured qualitatively observed during roleplay and on natural settings. The results showed that the implementation of Social Story combined with roleplay improves the social competence, cognitively (social understanding) and behaviourally (social skill) on a teenager with ASD. AbstrakPenelitian ini bertujuan untuk mengetahui efek dari intervensi yang menerapkan Social Story dan roleplay untuk mengembangkan kompetensi sosial yang terdiri atas pamahaman sosial dan keterampilan sosial pada remaja dengan Autism Spectrum Disorder (ASD). Desain penelitian ini adalah single-subject design, dengan seorang remaja laki-laki berusia 14 tahun tahun yang didiagnosa memiliki ASD sebagai partisipan. Pemahaman sosial secara kognitif diperoleh dari jawaban partisipan pada lembar kerja Social Story. Sedangkan dari ranah perilaku, pemahaman sosial tercermin dari perilaku yang ditampilkan saat roleplay dan di situasi alamiah. Hasil penelitian menunjukkan bahwa penerapan Social Story dan roleplay berhasil meningkatkan kompetensi sosial, baik secara kognitif (pemahaman sosial) maupun secara perilaku (keterampilan sosial) pada remaja dengan ASD.

Application of The Mediated Learning Experience (MLE) Program in Improving Caregiver Interaction with Children 3-4 Years Old Hermito Gidion; Frieda Maryam Mangunsong; Mita Aswanti Tjakrawiralaksana
Jurnal Ilmiah Psikologi MIND SET Vol 12 No 01 (2021): Juni
Publisher : Fakultas Psikologi Universitas Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35814/mindset.v12i01.1783

This study aims to determine the effectiveness of the mediated learning experience (MLE) training program in increasing caregiver interaction with children through brushing their teeth. The Mediated Learning Experience (MLE) program which focuses on learning experiences through mediation and active communication processes between caregivers and children to build interactions. This study used a quasi-experimental method one group pre-test and post-test design, with four participants. The criterion of participants are caregivers having children aged 3-4 years old, and lives in Jabodetabek. Measurements in this study used the non-parametric statistical test Wilcoxon Signed-Ranks Test. The pre-test results showed (M = 1.50; SD = 1.00) and post-test (M = 10.50; SD = 10.00) with a significant score, namely Z = -2,000, and the P-value (Asymp. Sig. 2-tailed) of 0.046, This score is less than critical research limit value of 0.05. It means that there is a significant increase in the caregiver’s interactions in brushing their teeth after being given the intervention using the Mediated Learning Experience (MLE) program.

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