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Rusdi Rasyid, Yulidar
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Languange, Linguistic, Communication & Media Nursing Public Health

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Jenis Kelainan Artikulasi yang Paling Banyak Terjadi Pada Anak Dislogia Mental Retardasi Rusdi Rasyid, Yulidar; Agustina, Agustina
Jurnal Terapi Wicara Vol 1 No 1 (2023): Jurnal Terapi Wicara (JAWARA)
Publisher : Akademi Terapi Wicara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3563.096 KB) | DOI: 10.59898/jawara.v1i1.7

Abstract

When speaking, we interpret sound symbols or symbols spoken through the mouth, which is called articulation, whether the spoken word is produced clearly or not. This ability is influenced by the use of articulation organ movements. Good articulation if the speaker (communicant) when conveying what is said is heard or captured clearly by the other person (communicator), the speech does not sound good and does not experience failure or articulation errors, whether in the form of sound impressions (substitution), omission of sound (omission), sound disruption (distortion), and sound addition (addition). Dyslogia is a disorder of the mind caused by mental retardation, or intellectual disabilities whose intelligence is below average, which limits the normal IQ of 90. Children who have abnormalities or failure to produce articulations can be caused by abnormalities in the form of mental retardation, meaning that they are mentally retarded. Those with speech impairments are known as dyslogia. Mental retardation difficulties which are mainly in the form of difficulties in thinking and understanding. Life skills that can influence are certain conceptual, social and practical skills. The purpose of this research is to find out whether the most visible form of articulation failure is owned by clients with mental retardation dyslogia The research analyzed consisted of 10 (ten) samples which were secondary data, with forms of articulation failure in the form of substitution, omission, distortion and addition, also known as (SODA).
Penerapan Metode Drill Play pada Gangguan Bahasa Reseptif Anak dengan Down Syndrome: Studi Kasus Tunggal Rusdi Rasyid, Yulidar; Talya Vida, Anneta; Khalisha, Fildza; Taufik, Lisna
Jurnal Terapi Wicara Vol 1 No 2 (2023): Jurnal Terapi Wicara (JAWARA)
Publisher : Akademi Terapi Wicara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59898/jawara.v2i1.20

Abstract

Down syndrome is a chromosomal abnormality that occurs during the prenatal period. This condition causes a child to experience several disorders, one of which is receptive language disorder or understanding. This receptive language disorder can occur due to short-term memory impairment. Seeing this, an intervention is needed to optimise the receptive language skills of children with Down syndrome.
Penerapan Metode Word and Phrase Level of Training Pada Kasus Dislogia dengan Kondisi Disabilitas Intelektual: Studi Kasus Tunggal Rusdi Rasyid, Yulidar; Octriviani, Shendy; Azzahra (22020), Kaisa
Jurnal Terapi Wicara Vol 2 No 1 (2024): Jurnal Terapi Wicara
Publisher : Akademi Terapi Wicara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59898/jawara.v2i1.26

Abstract

Intellectual developmental delays, previously known as mental retardation, are brain development conditions that affect an individual's ability to think, learn, and function independently. The ability of a dyslogia child with mental retardation, currently known as intellectual disability, to name the word level of nouns can improve expressive language skills, and which are part of verbal communication.
Hubungan Antara Memori Kerja dengan Kemampuan Lisan Pada Anak Pra-Sekolah Rusdi Rasyid, Yulidar; Jumiarti, Jumiarti; Wulandari Rinjani, Putri
Jurnal Terapi Wicara Vol 2 No 2 (2024): Jurnal Terapi Wicara
Publisher : Akademi Terapi Wicara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59898/jawara.v2i2.30

Abstract

Kemampuan lisan pada anak pra-sekolah dapat berkaitan dengan kemampuan memori kerja (working memory), usia anak pra-sekolah dinyatakan untuk usia 3 sampai 6 tahun. Memori kerja merupakan fungsi kognitif yang sangat penting, memiliki kapasitas terbatas, yang hanya dapat menyimpan sejumlah kecil informasi dalam waktu singkat sekitar 2 sampai 3 detik. Untuk itu anak-anak dapat menyimpan dan memanipulasi informasi secara sementara dari berbagai tugas sehari-hari, seperti mengikuti instruksi yang terdiri dari beberapa langkah, memecahkan masalah, dan mempelajari konsep baru dan pemberian materi secara berulang dapat membantu memori kerja. Memori kerja yang kuat cenderung memiliki prestasi lebih baik secara akademis, terutama dalam mata pelajaran seperti matematika dan seni bahasa. Sebaliknya, anak yang memiliki memori kerja lebih lemah dapat memungkinkan kesulitan dalam belajar dan mengikuti instruksi, dan dapat menyebabkan kesulitan di sekolah dan kehidupan sehari-hari.
Co-Authors Agustina Azzahra (22020), Kaisa Jumiarti, Jumiarti Khalisha, Fildza Octriviani, Shendy Talya Vida, Anneta Taufik, Lisna Wulandari Rinjani, Putri