Children with High Functioning Autism

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MODEL KONSELING KELOMPOK DENGAN TEKNIK BERMAIN PERAN UNTUK MENGEMBANGKAN KETERAMPILAN SOSIAL ANAK DENGAN HIGH FUNCTIONING AUTISM DISEKOLAH DASAR INKLUSIF.

MODEL KONSELING KELOMPOK DENGAN TEKNIK BERMAIN PERAN UNTUK MENGEMBANGKAN KETERAMPILAN SOSIAL ANAK DENGAN HIGH FUNCTIONING AUTISM DISEKOLAH DASAR INKLUSIF.

The difficulty of children with high functioning autism (HFA) in interacting with their environment will hinder their other activities. To solve this problem, an environmental intervention based on empirical and conceptual analysis is needed. The research is aimed to formulate an effective group counseling model with role playing to develop the social skills of children with HFA in inclusive primary schools in Bandung City. Research method employed research and development with exploratory mixed-method design. The subjects of this qualitative research were teachers, principals, and parents of children with HFA, and four children with HFA. The group counseling model with role playing technique is effective to develop the social skills of children with HFA in inclusive primary schools. The analysis of the effectiveness of this group counseling model with role-playing technique used A-B- A design. The conclusion of this research has limitations to be generalized in a broader research context and setting. It is recommended that PPPPTK TK and PLB (Center for Development and Empowerment of Teachers and Education Personnel of Kindergarten and Special Needs Education) can use the structure of education and training program for inclusive primary school teachers. Inclusive schools and teachers are suggested to implement an effective group counseling model with role- playing technique by referencing the guidance resulted in this research. In addition, future researchers can research other aspects related to group counseling with other research methods and approaches and data analysis techniques.
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Psychophysiology of children with autism

Psychophysiology of children with autism

This study (1) explored the feasibility of using electrodermal activity (EDA) to characterize the arousal and sensory reactivity of children with high functioning autism (HFA) and Asperger’s Syndrome (AS), (2) determined the reliability of electrodermal measures and (3) described the variability of EDA in this sample. Forty children with HFA and AS participated. All participants received a diagnostic psychological assessment and a physiological evaluation. Fourteen participated in the retest study on the physiological measures. Results indicated psychophysiologic testing was feasible with this sample. Seventy-three percent of the variables had reliability coefficients greater than .33, with a median variable reliability of .45. No significant differences were detected between HFA and AS groups. Visual inspection of skin conductance level (SCL) suggested two patterns: (1) high SCL (high arousal), with higher EDA magnitudes, faster latencies and slower habituation and (2) low SCL (low arousal), with lower EDA magnitudes, slower latencies and faster habituation. The presence of two EDA patterns applied equally when medications were eliminated. The previous inconsistency in studies of EDA in children with HFA and AS may be due to the presence of a high arousal groups and a low arousal group. Hence, this population should not be assumed to be homogeneous.
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D BK 0807929 Abstract

D BK 0807929 Abstract

The difficulty of children with high functioning autism (HFA) in interacting with their environment will hinder their other activities. To solve this problem, an environmental intervention based on empirical and conceptual analysis is needed. The research is aimed to formulate an effective group counseling model with role playing to develop the social skills of children with HFA in inclusive primary schools in Bandung City. Research method employed research and development with exploratory mixed-method design. The subjects of this qualitative research were teachers, principals, and parents of children with HFA, and four children with HFA. The group counseling model with role playing technique is effective to develop the social skills of children with HFA in inclusive primary schools. The analysis of the effectiveness of this group counseling model with role-playing technique used A-B- A design. The conclusion of this research has limitations to be generalized in a broader research context and setting. It is recommended that PPPPTK TK and PLB (Center for Development and Empowerment of Teachers and Education Personnel of Kindergarten and Special Needs Education) can use the structure of education and training program for inclusive primary school teachers. Inclusive schools and teachers are suggested to implement an effective group counseling model with role- playing technique by referencing the guidance resulted in this research. In addition, future researchers can research other aspects related to group counseling with other research methods and approaches and data analysis techniques.
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Dental Management In Children With Autism.

Dental Management In Children With Autism.

More than 70% autism children have IQ lower than 70 that is called low functioning individuals and those with IQ higher than 70 are high functioning individuals. Cognitive disorders are reflected in memories, hearing, verbal (speech), concentration, and easy change attention. Early detection of autism in children could be found out by the parents, unfortunately the parents do not always aware of it because of tack of knowledge about autism. The diagnosis of autism is done by a pediatric neurologist through clinical examination using Magnetic Resonance Imagine/MRI, hearing and metabolic tests.
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Recollection in adolescents with Autism

Recollection in adolescents with Autism

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily affecting social interaction and communi- cation. Recently, there has been interest in whether people with ASD also show memory deficits as a result of abnormal brain development. Studies investigating memory in ASD have compared two main systems: the episodic memory system and the semantic memory system (Tulving, 1985). Episodic and semantic memory differ in the subjective state or conscious awareness associated with retrieval (Tulving, 1985; Wheeler et al., 1997; for a neuroscience perspective see Habib et al., 2003). Episodic retrieval is associated with autonoetic awareness and includes the source of the memory, an awareness of its origin, and a conscious evaluation of itself. Episodic retrieval is thus characterized by a recollective experience and a feeling of the self in the past (Tulving, 1985). Semantic retrieval is associated with noetic awareness and reflects conceptual knowledge. Studies in ASD have revealed impairments in episodic memory (Boucher and Bowler, 2008) but intact performance on semantic memory tasks (Bowler et al., 2007; Lind and Bowler, 2009; Salmond et al., 2005). To explain this dissociation, it has been suggested that episodic memory deficits in ASD could be due to a lack of recollection (Boucher et al., 2008; Lind and Bowler, 2008). However, at least in children and adolescents with ASD, recollection has rarely been explored. The novelty of this paper is therefore an evaluation of recollection in three different experiments in adolescents with ASD, using both objective (source discrimi- nation) and subjective methods (RemembereKnow judg- ments). Furthermore, research with high functioning adults with ASD has suggested that the mixed findings reported on episodic memory tasks could be due to compensatory mech- anisms developed by some individuals (see Boucher and Bowler, 2008). Thus, in the current study, episodic memory and in particular recollection were assessed on adolescents with ASD.
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Defeasible reasoning in high functioning (1)

Defeasible reasoning in high functioning (1)

Second, closed-world reasoning appears to be important for executive functions, which are known to dysfunction in autism (Hill, 2004a, 2004b; Ozonoff, 1997; Russell, 1997). For example, Hughes and Russell (1993) found that children with autism had great diffi- culty using the switch-route in their box task. In this task they had to retrieve a marble lying on a platform inside a box, but first had to turn a switch before reaching inside the box, otherwise an invis- ible trap-door mechanism was activated, which made the marble drop out of reach. However, the same children had no problems to obtain the marble when they had to push a knob, which caused the marble to be caught by a chute. These findings can be explained by a difficulty with taking exceptions into account. In the knob-route, the initial rule (“If I put my hand through the opening, I can obtain the marble”) simply has to be replaced by another one (“If I push the knob, I can obtain the marble”). However, in the switch-route it is not just a matter of replacing one rule by another one, but a pre- condition must be incorporated into the initial rule (“If the switch is in the correct position and I put my hand through the opening, I can obtain the marble”). Here the child has to take into account the pos- sible exception that the switch may not be in the correct position.
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Kapasitas Fungsi Intelektual pada Berbagai Kelompok Interaksi Sosial Anak Autis - Intellectual Functioning in Social Interaction Subgroups of Autism Children.

Kapasitas Fungsi Intelektual pada Berbagai Kelompok Interaksi Sosial Anak Autis - Intellectual Functioning in Social Interaction Subgroups of Autism Children.

Autism classified based on social interaction and intellectual functioning. Aim of this study was to find out the association between social interaction and intellectual functioning. This hybride selective prevalence design study was conducted from January–March 2007 on autism children admitted to therapy center of Our Dream and Indigrow, Bandung. Subjects were classified based on social interaction and intellectual functioning. Age and history of behavior therapy were confounding factors. Data was analyzed using Kruskall-Wallis and two-sample Kolmogorov-Smirnov test. Subjects who fulfilled the inclusion criteria were 99 autism children. Subgroups aloof, passive, and active but odd were two, 31, 66 children, respectively. Low and high functioning were found in 70 and 29 children. Age of £ 5 and > 5 years were found in 58 and 41 children (pKW = 0.453). Classification of behavioral therapy were 37 and 62 children (pKS = 1.00). The association of social interaction with intellectual functioning autism showed significant value 0.04. In conclusion, this study showed association of social interaction aloof, passive, and active but odd with low and high intellectual functioning. [ MKB. 2010;42(3):96-100].
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Cellphone with Dial and Call Feature Design Prototype for Children with Autism Spectrum Disorder (ASD)

Cellphone with Dial and Call Feature Design Prototype for Children with Autism Spectrum Disorder (ASD)

The output of this research is a prototype of mobile product and features dial & call in it specifically designed for ASD children. Cellphone’s prototype is a touchscreen phone with dial & call feature consists of 4 main buttons with different colors which are distinguished based on the people who plotted to the key, could be mother, father or other important people who can be contacted when needed (usually the babysitter). The use of this mobile phone is expected to alleviate the needs of so long distance communication between an autistic child with someone else he/she needed so it can lead them more to independencies to be able to survive in real world together with the sound maker. Keywords— Autism Spectrum Disorder; Cell Phone; GUI; HOQ; Ethnography
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CONVERSATIONAL MAXIMS OF AUTISM CHILDREN.

CONVERSATIONAL MAXIMS OF AUTISM CHILDREN.

Autism children lack of the cognitive and linguistic skills which take the listener from a decoded utterance to what the utterance means in a particular context so that they have poor topic maintenance, preservation with language, failure to signal turn taking, etc.

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Directory UMM :Data Elmu:jurnal:B:Biological Psichatry:Vol47.Issue1001.2000:

Directory UMM :Data Elmu:jurnal:B:Biological Psichatry:Vol47.Issue1001.2000:

Our results suggest that children at risk for bipolar disorder may have neuroanatomic abnormalities similar to those found in adults with bipolar disorder, suggesting that these abnormalities may be present prior to the onset of bipolar disorder. We are continuing to collect data in effort to increase power so that additional differences in structural volumes may be detected.

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Pay Careful Attention to Potential Signs of Autism

Pay Careful Attention to Potential Signs of Autism

The signs of autism in the child´s first years of life are: - poor responsiveness to their own name and selective responsiveness to sounds children with autism may ignore certain sounds[r]

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Hypotheses on Autism Causes

Hypotheses on Autism Causes

Keywords: autism causes, autism Article Body: Autism is a very serious neurological disorder, determining dramatic behavioral changes in children that are affected by it, considerably[r]

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Gambaran Penyesuaian Diri Pada Remaja yang Memiliki Saudara Autis

Gambaran Penyesuaian Diri Pada Remaja yang Memiliki Saudara Autis

Hastings, R. P. (2006). Longitudinal Relationships Between Sibling Behavioral Adjustment and Behavior Problems of Children with Developmental Disabilities. Journal of Autism Development Disorder, Vol. 37: 1485-1492 Haugaard, J. J. (2008). Child Psychopathology . New York: McGraw Hill

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Autism Spectrum Disorder in the College

Autism Spectrum Disorder in the College

increasingly larger number of individuals with ASD are and will be pursuing higher education. About 50,000 adolescents with ASD turned 18 years old in 2012 in the United States alone and very little evidence based research is known about the outcomes among these young adults (Shattuck et al., 2012). At the present time, higher education institutions are underprepared in identifying these special populations and how to best serve their needs. One aspect of ASD is a lack of social awareness and how to go about finding resources. It is highly probable that we have a significant population of college students on the spectrum who are not gaining any supports, do not do well in classes or in navigating the complex social independence required of college level work, do not graduate, and remain unemployed or underemployed at best.
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Characterizing Community Based Mental He

Characterizing Community Based Mental He

exclusively on treatment for children with ASD. Thus, there are no standardized measures to validate ASD diag- noses. However, the sample does reflect children being treated in community mental health settings for ASD, as determined by the treating therapists, thus there is eco- logical validity. Use of these type of therapist-assigned diagnoses obtained through administrative data is a com- mon method of identification in ASD services research (e.g., Mandell et al. 2002; Ruble et al. 2005). Co-occurring DSM diagnoses were also based on therapist-report and not validated by diagnostic measures. The total number of diagnoses that therapists were able to report was limited to four. Since the ASD diagnosis took up one of the possible diagnoses for the ASD group, the rates of co-occurring diagnoses for the two groups are not directly comparable. Further, although the observational measure used in this study was developed to capture a broad range of potential strategies, it was not specifically designed to be used to characterize treatment for children with ASD.
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Directory UMM :Data Elmu:jurnal:B:Biological Psichatry:Vol47.Issue1001.2000:

Directory UMM :Data Elmu:jurnal:B:Biological Psichatry:Vol47.Issue1001.2000:

for a schizophrenia spectrum disorder in parents of childhood-onset patients was 4.9 times greater than for parents of adult-onset patients. These data are consistent with the hypothesis that a childhood-onset of schizophrenia is due, at least in part, to a greater genetic diathesis for the disorder.

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3D audio visual courseware requirements for training self-care skills for children with autism.

3D audio visual courseware requirements for training self-care skills for children with autism.

Autism is a developmental disorder characterized by impaired social interaction and communication as well as repetitive behaviors and restricted interests (Elisabeth L. & Uta, 2003). In the website of Centers for Distance Control and Presentation, 2000 it experiment that this diagnostic criteria symptoms become apparent before a child is three years old. Autism affects information processing in the brain by altering the connection and organization nerve cells and their synapses connect and organize. However, how this occurs is still not well understood (Susan E, et al., 2009). There are three recognized disorders in the autism spectrum (ASDs). The other two being Asperger syndrome, which lacks delays in cognitive development and language, and pervasive developmental disorder, not otherwise specified (Commonly abbreviated as PDD-NOS), which is diagnosed when the full set of criteria for autism or Asperger syndrome are not met (Chris Plauche & Scoot M., 2007).
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S ING 1100291 Bibliography

S ING 1100291 Bibliography

Adams, L., Gouvousis, A., VanLue, M., & Waldron, C. (2004). Social story intervention: Improving communication skills in a child with an autism spectrum disorder. Focus on Autism and Other Developmental Disabilites, 19 (2), 87-94.

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S ING 1100291 Chapter5

S ING 1100291 Chapter5

Related to this study, there are suggestions for future studies. Firstly, as the present study only involves individuals who are children, future studies can involve individuals whose ages are ranging. For example, it can involve children, teenagers, and adults, so that it can present performances of various age groups.

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S ING 1100291 Table Of Content

S ING 1100291 Table Of Content

iv Yana Andira Aprilidya, 2016 GRICE’S COOPERATIVE PRINCIPLE IN CONVERSATION OF CHILDREN WITH AUTISM SPECTRUM DISORDER ASD: A CASE STUDY Universitas Pendidikan Indonesia | repositor[r]

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