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All Journal JPK (Jurnal Pendidikan Khusus) Jurnal Pendidikan Khusus Journal of ICSAR Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Jurnal ORTOPEDAGOGIA Jurnal Pendidikan Kebutuhan Khusus Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat JPI (Jurnal Pendidikan Inklusi) EduStream: Jurnal Pendidikan Dasar Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Education for Sustainability and Diversity JURNAL PENDIDIKAN DAN KEGURUAN INCLUSIVE EDUCATION Jurnal Pembelajaran dan Riset Pendidikan
ASRI WIJIASTUTI
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Journal : Journal of Education for Sustainability and Diversity

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A TEACCH Class Model for Comprehensive Intervention in Children with Autism Spectrum Disorder Ardianingsih, Febrita; Ashar, Muhammad Nurul; Wijiastuti, Asri
Journal of Education for Sustainability and Diversity Vol. 1 No. 2 (2023)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (74.427 KB) | DOI: 10.57142/jesd.v1i2.53

Abstract

Autism Spectrum Disorders (ASD) are pervasive developmental disorders that cover various aspects of development. Interventions using drugs are still not clearly proven to address the core problems of children with autism spectrum disorders, so interventions are directed at non-pharmacological approaches. The aim of this study is to examine the TEACCH class model for comprehensive interventions for children with ASD in all aspects of development. This research uses a qualitative approach. The data sources for this study were a vice principal and two teachers from one of the autism special schools in Malang, East Java, Indonesia. Data collection techniques through interviews and observation. Data analysis used the Miles & Huberman Flow Analysis Model. The validity of the data was carried out by triangulating sources, techniques, and theories. Research findings (1) The minimal TEACCH class model consists of a whiteboard, bench, visual support, and a sensory/quiet corner. Teachers apply TEACCH by implementing structured learning activities (clear, coherent, and predictable activities) and flexible ones (adjusting to the needs of each child) by involving an independent work system. (2) The application of TEACCH can improve the skills of autistic spectrum children in communication, social, emotional-behavior, and cognitive aspects.
Co-Authors Aini, Ima Kurrotun Ainin, Ima Kurrotun ANGGARINI, AMANDA ANGGRAENI NURIDA, NOVIA Anggraini Oktafiolita Ashar, Muhammad Nurul Budiyanto Budiyanto Dian Fitria Prihandini Dimy Mullyana DWI FIBRIANTI, FITRIA Dwirisnanda, Danis Ade Ekasari, Diah ENDANG PURBANINGRUM Evans, David Faizzah, Ridha Fauzi, Muhammad Rizqianto FEBRITA ARDIANINGSIH FIRDAUSY, LANGGAM Hasbih Ashshidiqi, M. HOLIDA, ABDIATIN Jamhari Jamhari KULBIRODIYAH, INDAH KUNTA SASMITARA, NELLA Marlin Minarsih, Nimade Mullyana, Dimy Narot, Pennee Nerri, Ida Alfa Ningtyas, Teguh Denada Diah Ayu Novialassafitri, Sibi Dyah Nur, Devina Rahmadiani Kamaruddin Pamuji Pamuji, Pamuji PASA PANCAR RANI, AMALIA RENDRA ROVIGO, ALDILA Siddik, Md Abu Bakor SITI MAHMUDAH Siti Masitoh Siti Masitoh Sri Joeda Andajani Sri Joeda Andajani Sujarwanto Sujarwanto, Sujarwanto Sylvia, Aurellia Agatha TRIHANTOYO, SYUNU ULUL ALBAB, MUHAMMAD Wiwik Widajati Yuliati Yuliati Yuliyati Yuliyati, Yuliyati