Children with intellectual disability have a weakness of motor skills, they tend to be less active. Minimal activity plays a major role in increasing the risk of overweight and obesity in children with intellectual disability. Overweight and obesity in children may increase the risk of various health problems and affect physical fitness. So this will worsen the physical abilities of children especially in mobility. Adaptive physical education is one of alternative way to solve the problems. This study aims to develop design model of adaptive physical education to increase physical fitness and descrease weight of children with intellectual disability. This study is one step of research development. This study through the preliminary stage, the initial model design and validation test by experts through discussion and suggestions written analyzed descriptively. The results of research are : a) physical fitness profile of children with intellectual disability are low and very low level, while body mass index (BMI) of the children is in the range 28-38 so categorized obesity level I and level II, b) the implementation of adaptive physical education in the school found many obstacles, so that the implementation is not optimal; c) design model of adaptive physical education consist of: assessment, determination of the program, implementation program, evaluation, and supporting factor.

This study was conducted to test the method of Pecs (Picture Exchange Communication System) as an approach that can be used as an alternative in the communication train children with autism because this method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve communication skills, knowing the communication skills of children with autism before and after the intervention and determine the extent of the influence of Pecs method to improve the communication skills of children with autism. Subjects in this study were two children with autism who have problems in communication. The method used is an experimental method using Single Subject Research approach to research design A-B-A. These results indicate that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5. While the baseline phase-2 (A-2) after being granted intervention to get the mean level of 10. while the initial ability of the subject 2 in communication skills at baseline-A (A-1) of 5.7. In the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after given intervention to get the mean level of 11. The results above two subjects have meant that there are increased communication skills of children with autism in both subjects.

Qualitative disorders of communication are one of the characteristics possessed by children with autism. In children with autism occurred late speech development and the child is trying to communicate nonverbally. In this study tested method of Pecs (Picture Exchange Communication System) is an approach that can be used as an alternative to training communication autistic children. This method adjusts the communication characteristics and uniqueness of children with autism. This research aims to develop an approach to improve the communication skills of children with autism before and after the intervention and the extent of influence methods of Pecs in improving the communication skills of children with autism. The subjects were two autistic children who experience barriers to communication. The method used is an experimental method with the approach of Single Subject Research design A-B-A. The results showed that the mean level of capability to the subject 1 in the communication capabilities at baseline-A (A-1) of 4.7 in the intervention phase obtaining the mean level of 6.5, while the baseline phase-2 (A-2) after a given intervention get the mean level of 10. the early ability subject 2 in communication skills at baseline-A (A-1) of 5.7 in the intervention phase obtaining the mean level of 7.63, whereas the baseline phase-2 (A-2) after being given intervention to get the mean level of 11. the results of the study the two subjects above results in improved communication skills of children with autism in both subjects.Keywords : Communication Skills, Autistic, Pecs ( Picture Exchange Communication System) A. PENDAHULUANManusia adalah makhluk sosial atau makhluk yang tidak dapat hidup sendiri, oleh karena itu untuk kelangsungan hidupnya manusia membutuhkan interaksi dan komunikasi dengan lingkungannya. Interaksi dan komunikasi terjadi dari semenjak kita dilahirkan, walaupun tidak akan sama proses interaksi bayi, anak-anak dan orang dewasa, karena interaksi dan komunikasi memiliki tahapan tersendiri.Bagi semua anak, tanpa memandang tingkat perkembangannya dan jenis atau derajat kecacatannya, interaksi dan komunikasi merupakan fondasi penting untuk belajar dan berkembang. Perkembangan tidak terjadi secara vakum. Perkembangan terjadi secara simultan dalam semua bidang perkembangan, dan bidang-biang ini saling terkait dan saling mempengaruhi.

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Orientation and mobility skills are special skills that must be mastered by children with visual impairment, thus an orientation and mobility intervention program is important to develop. Fear or anxiety in children with visual impairment related to orientation and mobility can be caused by fear from within the children or from the environment. Personality, motivation, psychosocial factor, and family and community attitudes all contribute to one's reaction to mobility activities independently. This research aims to reduce the fear of children with visual impairment in performing orientation and mobility activities by implementing an intervention program through bibliotherapy technique. This research is a case study research with a qualitative approach. Bibliotherapy was carried out on two young children with visual impairment. The results of the program implementation show that children's fear or anxiety could be reduced in both cases in this research as seen by autonomous moves of the two children from the mother and caregiver and began to learn to trace the walls of the room.