Effects of Sensory Integration Therapy on Selected Fitness Skills in Autistic Children

Kuliński, Włodzisław; Nowicka, Adela

doi:10.36740/wlek202008106

Cited by 3 publications

(2 citation statements)

References 41 publications

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“…Thus, the researchers think that this study is essential to find an appropriate method and strategy to help these students improve their English listening skills. Autistic children are usually hyperactive or hypoactive (Kuliński & Nowicka, 2020), no directional movement, less able to sit quietly, lack eye contact, have uncontrolled movements, and get angry or cry for no reason.…”

Section: Introductionmentioning

confidence: 99%

The listening skill of autistic students in learning English through total physical response

Sari

Gea

Fajrina

2021

SiELE

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This study analyses how a teacher at SMPLB-CD YPAC (Foundation for Children with Disabilities), Banda Aceh, Indonesia, teaches English listening using the Total Physical Response (TPR) method to autistic students. In this method, a teacher instructed the students to act as modelled by the teacher. Students are considered to have good listening comprehension if they understood the teacher’s commands and imitated the act. This research is qualitative to describe the application of the TPR method in teaching English listening skills to autistic students. The sample for this study was four autistic students at the school under study. The data were collected by observing and documenting the English listening teaching-learning process in the classroom using the TPR method. The data were then analysed, focusing on the classroom dialogues directly related to using the TPR method to teach listening comprehension to autistic students. The results showed that the TPR method is suitable to teach students with autism to learn and understand new words. This was because they were asked to imitate the words verbally and in action repeatedly. The students could memorize the new vocabulary because it involved motor activities, which created a fun atmosphere in the classroom. Students were active in doing the actions and have no pressure to learn. The TPR method also contains elements of games which is able to raise a positive mood in autistic students.

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Section: Introductionmentioning

confidence: 99%

The listening skill of autistic students in learning English through total physical response

Sari

Gea

Fajrina

2021

SiELE

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“…Penataan denah bangunan dan ruang luar juga harus diperhatikan karena penderita autisme dibagi menjadi dua, yaitu autisme aktif dan pasif. Autisme aktif yaitu kecenderungan anak hiperaktif dan autisme pasif yaitu kondisi anak yang hipoaktif sehingga diperlukan rancangan bangunan dan lansekap yang dapat memberikan stimulasi bergerak dan ketenangan bagi anak penyandang autisme (Kuliński & Nowicka, 2020).…”

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Kriteria Ruang Sekolah Khusus Penyandang Autisme

Martana¹,

Hafilda²

2021

wcr

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Autism is a condition of children with developmental disorders. This condition encourages the establishment of special schools to accommodate children with autism. This special school must have specific standards and criteria so that children with autism can learn at school as well as in turn have adequate therapeutic facilities. This paper aims to describe the criteria of those special schools for children with autism, in particular the design criteria that can be applied to the interior of a building. The research was conducted with a qualitative approach using a literature survey method with a review of government regulations and design standards for spaces of children at special schools recommended for persons with autism. It is hoped that with an understanding of these design criteria, spaces for persons with autism in special schools can be designed more effective and efficient.

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A Systematic Review of Treatment for Children with Autism Spectrum Disorder: The Sensory Processing and Sensory Integration Approach

Camino-Alarcón,

Robles-Bello,

Valencia-Naranjo

et al. 2024

Children

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Background/Objectives: The prevalence of the diagnosis of autism spectrum disorder (ASD) has been increasing globally, necessitating updates to the Diagnostic and Statistical Manual of Mental Disorders with respect to ASD diagnosis. It is now recognised that ASD is related to sensory processing disorder, and sensory integration is considered a suitable intervention for treating children diagnosed with ASD. Methods: This paper provides a systematic review on a timeline from 2013 to 2023, based on the PRISMA model. Evidence was sought in the academic search engines Pubmed, Scielo, Eric, Dialnet, Springer, Base Search and Google Scholar, which produced 16 articles according to the inclusion criteria. Results: According to the results of this review, intervention with sensory integration in infants with ASD meets the criteria to be considered an evidence-based practice. The studies reviewed focused mainly on clinical settings and, therefore, we highlight the urgent need for further research to evaluate the effectiveness of sensory integration interventions in naturalistic settings such as homes and schools. Conclusions: This will help to obtain more representative data on how these interventions affect the daily lives of children with ASD.

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Effects of Sensory Integration Therapy on Selected Fitness Skills in Autistic Children

Cited by 3 publications

References 41 publications

The listening skill of autistic students in learning English through total physical response

The listening skill of autistic students in learning English through total physical response

Kriteria Ruang Sekolah Khusus Penyandang Autisme

A Systematic Review of Treatment for Children with Autism Spectrum Disorder: The Sensory Processing and Sensory Integration Approach

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