The Role of Teachers in Forming Self-Regulation in Children with
Moderate Autism Spectrum
Muthia
Syafitri�*, Ussy Rachelia�, Gabriel Chi�, Agoes Dariyo4
Faculty of
Psychology Undergraduate, Universitas Tarumanagara,
Jakarta, Indonesia1*234
Email:
[email protected]1*, [email protected]2,
[email protected]3, [email protected]4
ABSTRACT
Self-regulation
in children with moderate levels of autism, using a qualitative approach with a
case study involving three shadow teachers in Tangerang. Results show that
learning strategies, communicative support, independence training, and
effective emotional control are key in developing self-regulation. Consistent
teaching methods, real examples, and a patient and firm approach are very
important. In conclusion, self-regulation in children with moderate levels of
autism can be improved through appropriate learning strategies, communicative
support, independence training, and effective emotional control, providing
theoretical and practical contributions in the education of children with
autism.
Keywords:
Self-Regulation, Moderate Level of Autism, Shadow Teacher, Learning
Strategies, Emotional Control
INTRODUCTION
Children
with Special Needs (ABK), including children with autism (ASD) have physical
and mental limitations that can hinder their growth and development, such as
children with autism who experience pervasive developmental disorders in
children which are characterized by disturbances in cognitive, language,
behavior, communication and social interaction. Based on data from the Center
for Educational and Cultural Data and Statistics, the number of autistic
children in Indonesia in 2020 was recorded at 16,987 children, where the
largest number of autistic children in Indonesia were in province X with a
total of 2,583 children attending Special Schools (SLB). This number does not
include autistic children who attend public, inclusive schools, and autistic
children who do not attend school
Appropriate
special treatment for children with special needs, including children with
autism, requires a holistic approach, one of which is through self-regulation. According to Bandura, self -regulation refers to an individual's
ability to control behavior and responses to the environment. This concept was
developed from Albert Bandura's social cognitive theory which states that
self-regulation is the ability to control oneself in controlling one's learning
style by conducting self-observation, self-assessment, and then reacting to
oneself
Based on the
background that has been presented, the problem that can be formulated is: what
factors influence self-regulation in children with moderate levels of autism
and what is the picture of self-regulation in children with moderate levels of
autism. This research aims to understand what self-regulation means, learn
about children with moderate levels of autism, and how to form and develop
self-regulation in children with moderate levels of autism. The main aim of
this research is to help the author fulfill the final assignment requirements
for the Merdeka Belajar - Merdeka Campus (MBKM) Teaching Assistance program.
Theoretically, this research is expected to increase knowledge about
self-regulation in children with moderate levels of autism and how to form and
develop it. Practically, it is hoped that the results of this research will be
useful for increasing the knowledge and knowledge of readers and writers about
forming and developing self-regulation in children with moderate levels of
autism.
RESEARCH
METHODS
Participants in this research are
subjects involved in physical mental and emotional activities as participants
in responding to questions in the interview process, consisting of teachers or
Shadow Teachers. We have three sources: NA, born on July 16 2002, 22 years old,
lives in Tangerang and works as a Shadow Teacher; SP, born on 24 June 2000, 24
years old, domiciled in Tangerang and works as a Shadow Teacher; and AR, born
on January 17 2002, 22 years old, domiciled in Tangerang and works as a Shadow
Teacher. The criteria for participants are: status as a teacher or shadow
teacher at elementary school level, aged 20-24 years, teaches at school, and is
involved in self-regulation of children with autism at a moderate level. The
sampling technique used is data triangulation, which is a research method to
increase the validity and reliability of research results by combining various
data sources, measuring instruments or analysis methods. This research is
descriptive qualitative with a case study approach, focusing on one particular
object and studying it as a case. The research settings were carried out at
SDIT BINTANG with equipment such as cellphones for recording and stationery for
recording the sources' answers after obtaining their consent. The research procedure
involves interviews and observations, with preparatory stages including the
preparation of plans and preliminary observations, as well as the
implementation of research consisting of data collection through interviews,
observations and relevant theoretical studies. The data collection process was
carried out through unstructured participant observation, interviews, and
documentation, with data collection tools in the form of observation and
interviews using cellphones as recording devices. Data analysis consists of
data reduction, data presentation, and drawing conclusions/verification
according to Miles & Huberman (2010), which includes summarizing,
selecting, and focusing on important things, presenting data in narrative form,
and drawing conclusions based on the data that has been collected processed.
RESULTS
AND DISCUSSION
A. Data Retrieval
Process
The
interview was carried out on Wednesday, June 19 2024, from 10:00 to 11:50 WIB.
This interview involved 3 interviewers who took turns asking 15 questions to
three sources with a total duration of 12 minutes, carried out by three
interviewers taking turns asking three sources. During the interview process,
recording documentation is carried out to facilitate the process of making reports
and viewing interview replays.
The
location or place used to carry out the interview was a classroom at the SDIT
Bintang School, with the aim of avoiding noise from outside, so that the
interview process could be carried out well and comfortably. The details of the
room during the interview process are a fully AC room with a room temperature
of approximately 20 ∘ C (degrees Celsius), the interview process
means using a long table with dimensions of approximately 120 x 50 cm and 6
chairs with details of 3 chairs for the interviewer and 3 chairs. for sources.
The documentation process is carried out alternately by the interviewer and the
infrastructure in the interview process, namely a mobile phone unit for taking documentation during the interview
process.
B. Analysis
Results
Based on the results
of interviews conducted with three resource persons who are experienced shadow teachers, it was revealed that
there are various challenges and solutions in dealing with children with
moderate levels of autism.
Learning strategies are an important factor in the
successful learning of children with special needs. The learning strategy in
question includes learning models and methods. There are several methods that
teachers commonly use with children special needs, namely communication, task
analysis, direct instruction, prompts. Learning for children with special needs (students with special needs ) requires a
separate strategy according to the needs of each student. A good learning model
that is appropriate to students' conditions will provide comfort for educators,
students and the learning environment. Children with special needs require
different strategies from other normal children.
1. Shadow teacher
support in improving
communication for moderate level autistic children
According to NA, the
first resource person, a 22 year old shadow
teacher with three years of teaching experience, revealed that children
with autism often have difficulty communicating, they tend to use inverted
language. The solution is to improve children's language by giving correct
examples and asking them to repeat the correct sentences, as well as inviting
them to interact with their friends.
Shadow A 24 year old
teacher with the initials SP with
three years of teaching experience stated that children with autism tend to
find it difficult to communicate and are closed, especially quiet children,
therefore children like that need a gentler approach and we initiate the conversation.
AR, a 22 year old shadow teacher, said that he had no
problems with communication, because coincidentally the children he cared for
were children who could get along and communicate well with their friends and
people around them.
The results of
interviews regarding the form of shadow
teacher support in improving communication for children with moderate
levels of autism show that shadow
teachers have a crucial role in helping children with autism who have
difficulty communicating, such as teaching them correct sentences and asking
children to repeat them, speaking softly and slowly, and encourage interaction
with friends through shared play. Social Engagement Theory (Social Engagement)
This theory emphasizes the importance of social interaction in children's
communication development. Children with special needs often face difficulties
in social interactions, and this theory seeks to understand how children can
increase their involvement in communicating with other people
2. Independence training by shadow teachers to develop the independent character of children
with moderate level autism
According to the first
resource person with the initials NA, he said that like children in general,
they need to be taught by giving simple examples first and doing it
consistently, such as putting in and taking out books and slowly being given
instructions in stages and repetitions until they get used to doing these
activities without waiting for instructions.
The second resource
person with the initials SP stated that children with autism who have a quiet
character need more time and still need more companions to help them become
more independent.
The third resource
person with the initials AR also expressed more or less the same thing as NA,
namely that at first he was helped to take out the book but now he is adding
instructions with a word of invitation, such as "Alya has to clean this up"
gradually and repeatedly so the child will want to help. and will start
inviting things like "Come on, help miss" like that.
The results of
interviews with three sources who are shadow
teachers show that simple examples and repeated and consistent instructions
can develop the independence of children with moderate levels of autism,
because children with autism will tend to follow what has been modeled and
listen to instructions given in stages. and repeatedly using the invitation
method or other instructions by the
shadow teacher . Independence Theory (Self-Efficacy) Based on Albert
Bandura, this theory emphasizes the importance of an individual's belief in
their ability to achieve goals. You can increase your child's independence by
helping him feel capable of completing certain tasks
3. Recognition and control of emotions in
children with moderate autism by shadow
teachers
According to the first
resource person with the initials NA, the way to recognize and control emotions
in children with autism in their care is to provide a simple and reasonable
explanation of the reasons for the actions taken and provide clear consequences
to help children understand responsibility and understand what happens. their
mistake.
The second resource
person with the initials SP said that to recognize and control emotions, his
foster children used a firm but patient approach, such as giving logical
threats to encourage children to follow the rules he had made. In addition,
there are challenges in recognizing and controlling emotions where children
often do not show emotions at school but do so at home.
The third resource
person with the initials AR revealed the method of controlling his foster
children's emotions, namely by inviting them to go out for a walk until they
were tired, after which the children began to share stories. The challenge
faced in controlling emotions is that when a child is angry, he chooses to be
silent and doesn't want to study all day, so what he does is just keep quiet
because the child will either stay silent or look away.
The results of
interviews conducted with three resource persons who are experienced shadow teachers show that approaches to
recognizing and controlling emotions in children with moderate levels of autism
vary but have similarities in basic principles and also the results of all
resource persons show that patience, consistency and understanding are the keys
to helping Autistic children recognize and control their emotions. Emotion is a
process that produces psychophysiological influences on perceptions, attitudes
and behavior which are manifested through certain expressions that are felt
physically and psychologically because they are continuous between a person's
body and soul
CONCLUSION
Self-regulation
is a person's ability to exercise control to direct their behavior to achieve
goals and allows them to delay short-term gratification in order to achieve
desired results in the future. In researching this matter, sources are required
to compare the opinions of each source, which is done using qualitative
methods. After conducting observations, interviews and taking documentation,
there are several opinions from different sources so we can conclude that the
role of self-regulation given by teachers to children with autism can be helped
with clear but slow guidance, giving instructions gradually and repeatedly so
that the child's motor skills can digest every word that is said continuously,
and the need to control patience, consistency in things, and understanding to
help them control their emotions. To develop a child's
learning abilities and self-development process, teachers need to encourage
students to set their own goals, provide opportunities for them to develop
themselves in academic and non-academic areas, and provide activities that can
make students feel free to achieve their goals.
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