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"Keeping children's bodies, minds and emotions on task just got easier with this new book from self-regulation expert Teresa Garland. It features more than 200 practical and proven interventions, strategies and adaptation for helping children gain more control over their lives. Each chapter provides rich background and theoretical material to help the reader better understand the issues our children face. Topics include: Basic and advanced methods to calm a child and to prevent outbursts and melt-downs; Interventions to help with attention problems, impulse control, distractibility and the ability to sit still; Stories and video-modeling for autism, along with techniques to quell repetitive behaviors; Sensory strategies for sensitivity and craving; Behavioral and sensory approaches to picky eating; Ways to increase organization skills using technology and apps; Strategies for managing strong emotions as well as techniques for releasing them.Keeping children bodies, minds and emotions on task just got easier with this new book from self-regulation expert Teresa Garland. Featuring more than 200 practical and proven interventions, strategies and adaptation for helping children gain more control over their lives. Each chapter provides rich background and theoretical material to help the reader better understand the issues our children face. Topics include: =​ Basic and advanced methods to calm a child and to preventing outbursts and melt-downs =​ Interventions to help with attention problems, impulse control, distractibility and the ability to sit still =​ Stories and video-modeling for autism, along with techniques to quell repetitive behaviors =​ Sensory strategies for sensitivity and craving =​ Behavioral and sensory approaches to picky eating =​ Ways to increase organization skills using technology and apps =​ Strategies for managing strong emotions as well as techniques for releasing them."

"Latar belakang: : Gangguan spektrum autisme (GSA) adalah gangguanneurodevelopmental yang menyebabkan gangguan komunikasi sosial, interaksi sertaperilaku restriktif dan repetitif yang meliputi gangguan sensori. Gangguan pemrosesansensorik menimbulkan kesulitan dalam meregulasi respons terhadap sensasi dan stimulusspesifik sehingga membatasi kemampuan berpartisipasi dalam rutinitas harian normal.Terapi okupasi sensori integrasi (TO-SI) digunakan untuk meningkatkan kemampuanuntuk memproses dan mengintegrasi informasi sensorik. Penelitian menunjukkan buktiilmiah rendah hingga sedang pada anak usia lebih besar. Berdasarkan pengalaman klinisPusponegoro, TO-SI dapat meningkatkan perilaku positif anak GSA terutama pada usiadi bawah 5 tahun. Penelitian ini bertujuan untuk mengevaluasi pengaruh TO-SI dalammeningkatkan perilaku positif anak usia 2 sampai 5 tahun dengan GSA.Metode: Penelitian pra-eksperimen di klinik Check My Child (CMC) dan Klinik AnakkuKelapa Gading pada bulan Maret-Oktober 2019. Populasi penelitian adalah anak barudengan GSA usia 2-5 tahun berdasarkan DSM-5. Subyek dikumpulkan secara konsekutifsampling. Pelaksanan TO-SI yaitu dua kali seminggu selama 12 minggu (24 kali), 60menit untuk setiap sesi. Profil perilaku dinilai berdasarkan Vineland Adaptive Behavior-II sebelum dan sesudah TO-SI.Hasil: Penelitian dilakukan pada 36 subjek, 38,9% berusia 3 tahun diikuti usia 2 tahun(33,3%), rasio lelaki dibandingkan perempuan 3 : 1. Sebelum TO-SI, perilaku positifberada pada kategori rendah. Setelah TO-SI, terdapat peningkatan bermakna domainkomunikasi, subdomain ekspresif, reseptif dan tertulis (p<0,001; p<0,001; p<0,001; p0,035) terutama pada kelompok usia 2-4 tahun. Domain sosialisasi, subdomain hubunganinterpersonal serta subdomain waktu luang dan bermain juga meningkat bermakna (p0.001; p<0.001; p,0.001) terutama pada kelompok usia 2 tahun. Tidak terdapatpeningkatan bermakna pada subdomain kemampuan coping, serta domain dan subdomainketerampilan aktivitas harian.Kesimpulan: Kami menemukan bahwa TO-SI dengan kepatuhan teori Ayres yang baikdalam 60 menit, dua kali seminggu selama 12 minggu dapat meningkatkan perilakupositif anak GSA usia dini terutama usia 2 hingga 5 tahun

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Background: Autism spectrum disorder (ASD) is a complex neurodevelopmentaldisorder in social communication, interaction, and restrictive, repetitive pattern ofbehavior (including sensory disorder). Sensory processing disorder yields difficulty inregulating responses to sensation and spesific stimuli which limits the ability toparticipate in normal life routines. Sensory integration occupational therapy (SI-OT) is amethod to increase ability to process and integrate sensory information. Most studiesshowed that SI-OT has low to moderate evidence in older children. Based on clinicalexperience of Pusponegoro, SI-OT might be useful for ASD treatment for children under5 years old. We conducted a study to evaluate the effect of SI-OT in improving positivebehavior of children aged 2 to 5 years old with ASD.Methods: A pre-post one group pre-experimental study conducted in Check My Childclinic (CMC) and Klinik Anakku Kelapa Gading on March-October 2019. Studypopulation were recently diagnosed ASD children aged 2 to 5 years old. Subjects werecollected with consecutive sampling. The SI-OT were applied twice a week for 12 weeks(24 times), 60 minutes for each session. Pre and post SI-OT evaluation of positivebehavior profiles were assessed with Vineland Adaptive Behavior Scale-II tool.Results: A total of 36 ASD subjects aged 2 to 5 years old were studied. Most subjectswere 3 years old followed by 2 years old (38.9%; 33.3%), boys to girl ratio were 3 to 1.The characateristics of positive bahaviors were all in low category before SI-OT. AfterSI-OT, communication domain and subdomains (expressive, receptive, writtensubdomain) were improved significantly (p<0.001; p<0.001; p<0.001; p 0.035). Theseimprovement were available in age group of 2,3, and 4 years old. Significantimprovements were also achieved in socialization domain (p 0.001) includinginterpersonal relationship subdomain (p<0.001), play and leisure time sudomain(p<0.001), especially in age group of 2 years old. In contrary, subdomain coping skill,daily living skills domain and subdomains were not improving significantly.Conclusions: Good fidelity of Ayres theory SI-OT in 60 minutes, twice a week for 12weeks could improve positive behavior, in communication domain (expressive, receptive,written subdomain) aged 2-4 years old, and socialization domain (interpersonalrelationship, play and leisure time) aged 2 years old."

"Latar belakang: Autisme adalah salah satu gangguan nerodevelopmental yang muncul pada abad ke-20. Berbagai studi epidemiologi menunjukkan peningkatan tajam prevalensi gangguan spektrum autisme (GSA). Berdasarkan Diagnostic and Statistical Manual 5 gangguan sensorik merupakan salah satu kriteria utama GSA. Sampai saat ini belum ada pedoman tatalaksana nonmedikamentosa GSA. Sebagian besar penelitian menekankan bahwa terapi perilaku adalah terapi terbaik untuk GSA sedangkan terapi okupasi sensorik integrasi (TO-SI) hanya memiliki bukti rendah hingga sedang. Pusponegoro dan beberapa ahli saraf anak di Indonesia berdasarkan pengalaman klinis mengamati bahwa TO-SI dapat mengurangi perilaku negatif anak GSA terutama pada usia di bawah 5 tahun. Penelitian ini bertujuan untuk mengevaluasi pengaruh TO-SI dalam mengurangi perilaku negatif anak usia 2 sampai 5 tahun dengan GSA. Metode: Sebuah penelitian pra-eksperimen pertama dilakukan di klinik Check My Child (CMC) dan Klinik Anakku Kelapa Gading pada bulan Desember 2017 hingga April 2018. Populasi penelitian adalah anak baru dengan GSA usia 2 hingga 5 tahun. Subyek dikumpulkan secara konsekutif sampling. Profil perilaku dinilai berdasarkan Aberrant Behavior Checklist (ABC)-2 sebelum dan sesudah TO-SI dua kali seminggu selama 12 minggu (24 kali), 50 menit untuk setiap sesi. Analisis nilai normal dengan uji t dan uji Wilcoxon untuk nilai terdistribusi tidak merata. Hasil: Penelitian dilakukan pada 42 subjek usia 2 hingga 5 tahun dengan GSA, 50% usia 3 tahun, rasio anak lelaki dibandingkan perempuan 5 banding 1. Rerata profil perilaku negatif tertinggi adalah hiperaktifitas 23,61 (SD 8,91), diikuti oleh penarikan sosial 16,81 (SD 8,16), dan iritabilitas 11,43 (SD 6,99). Median perilaku stereotipik adalah 5,25 dan bicara tidak tepat 2,00. Setelah TO-SI, semua perilaku negatif menurun secara signifikan p <0,001. Perilaku hiperaktifitas menurun menjadi 12,71 (SD 8,36) sekitar 53,8%, penarikan sosial menjadi 7,94 (SD 6,18) 47,2%, iritabilitas hingga 6,62 (SD 4,99) 57,9 %, dan median stereotipik 19,0% dan bicara tidak tepat 50%. Kami mendapatkan spektrum profil perilaku anak dengan GSA yang cukup luas. Kesimpulan: Kami menemukan bahwa TO-SI dua kali seminggu selama 12 minggu dapat menurunkan perilaku negatif anak GSA usia dini terutama usia 2 hingga 5 tahun.

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Background: Autism is one of emerging neurodevelopmental disorder on 20th century. Studies showed a remarkable increasing prevalence of autism spectrum disorder (ASD). Since 2013, Diagnostic and Statistical Manual 5 included sensory disorder as one of main criteria of ASD. Treatment guideline remain unclear. Most studies stressed that behavior therapy was the best treatment for ASD and sensory integration occupational therapy (SI-OT) only has low to moderate evidence. Pusponegoro and pediatric neurologists in Indonesia based on their clinical experience observed that SI-OT might be useful as ASD treatment for young children especially under 5 years old. Based on that situation, the objective of this study was to evaluate the influence of SI-OT in decreasing negative behavior of children ages 2 to 5 years with ASD. Methods: A first pre-post one group pre-experimental study conducted in Check My Child clinic (CMC) and Klinik Anakku Kelapa Gading on December 2017 to April 2018. The study population were new ASD children ages 2 to 5 years. Subject were collected with consecutive sampling. Behavior profile were assessed with Aberrant Behavior Checklist (ABC)-2 before and after SI-OT twice a week for 12 weeks (24 times), 50 minutes for each session. Analysis of normal value with t test and Wilcoxon test for unequally distributed value. Results: A total of 42 ASD subject ages within 2 to 5 years old were studied, 50% were 3 years, and boys to girl ratio were 5 to 1. The highest mean negative behavior profile was hyperactivity 23,61 (SD 8,91) followed by social withdrawal 16,81 (SD 8,16), and irritability 11,43 (SD 6,99). Stereotypic median was 5,25 and inappropriate speech 2,00. After SI-OT, all negative behavior decreased significantly p<0.001. Hyperactivity behavior decreased to 12,71 (SD 8,36) about 53,8%, social withdrawal to 7,94 (SD 6,18) 47,2%, irritability to 6,62 (SD 4,99) 57,9%, and median of stereotypic 19,0% and inappropriate speech 50%. We found a broad-spectrum behavior profile of ASD children. Conclusions: We found that SI-OT twice a week for 12 weeks could decrease negative behavior of young ASD children especially ages 2 to 5 years."

"Sensory perception: mind and matter aims at a deeper understanding of the many facets of sensory perception and their relations to brain function and cognition. It is an attempt to promote the interdisciplinary discourse between the neurosciences and psychology, which speaks the language of cognitive experiences, and philosophy, which has been thinking about the meaning and origin of consciousness since its beginning. Leading experts contribute to such a discourse by informing the reader about exciting modern developments, both technical and conceptual, and by pointing to the big gaps still to be bridged. The various chapters provide access to scientific research on sensory perception and the mind from a broad perspective, covering a large spectrum of topics which range from the molecular mechanisms at work in sensory cells to the study of the unconscious and to neurophilosophy."

"ABSTRAKKebanyakan anak autis memiliki gangguan terhadap sensori integrasi. Untuk mengatasi disfungsi sensori anak akan diterapi menggunakan objek. Objek yang digunakan untuk terapi adalah bentukan dari objek bermain, sehingga ruang sensori integrasi dapat dikatakan sebagai ruang bermain anak autis. Objek di sini menjadi poin penting karena menjadi elemen yang sangat dibutuhkan untuk terapi. Penyusunan objek yang ada di dalamnya akan menjadi sangat penting karena harus memenuhi kebutuhan terapi tiap-tiap anak yang berbeda. Susunan objek yang berproses akan membuat anak bergerak beralur dan tidak diam di satu sisi. Susunan objek yang berproses dapat dibentuk dengan mengkombinasi antar objek yang satu dengan yang lain. Objek dan penyusunannya yang dinamis/fleksibel menjadi sangat efektif untuk mendukung aktifitas yang berproses untuk kebutuhan terapi setiap anak. Kebutuhan gerak setiap anak autis untuk mendukung terapinya berbeda-beda. Adanya penyusunan objek yang berbeda disetiap anaknya akan menghasilkan proses gerakan yang berbeda pula, misalnya untuk anak yang aktif dan pasif. Sehingga penyusunan objek yang fleksibel dapat dijadikan pertimbangan dalam mendesain ruang sensori integrasi untuk anak autis.

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ABSTRAKMost children with autism have a disruption to sensory integration. To overcome sensory dysfunction the child will be treated using the object. The object used for therapy as a form of the play object, so that the sensory space of integration can be autistic children 39 s playroom. The object becomes an important point because it becomes an indispensable element for therapy. Arrangement of objects in it, will be very important because it must meet the needs of each therapy of different children. The arrangement of objects in the process will make the child move grooved and not stay on one side. The arrangement of processed objects can be formed by combining the objects with each other. Objects and arrangements with dynamic and flexible are very effective to supporting the activities in process for every child 39 s therapy needs. The needs of every autistic child 39 s movement to support therapy may vary. The existence of arrangement different objects in each child will produce a different process of movement, for example for children who are active and passive. So the arrangement of a flexible object can be taken to consideration in designing the sensory space integration for children with autism. "

"Latar Belakang. Anak dengan Spektrum Gangguan Autisme (SGA) seringkali mengalami gangguan gerak halus, yang dapat menimbulkan hambatan dalam melakukan aktivitas sehari-hari serta mengganggu performa sekolah. Hingga saat ini belum ada data mengenai prevalens maupun gambaran gangguan gerak halus pada anak SGA di Indonesia, termasuk dampaknya terhadap performa sekolah.Tujuan. Mengetahui prevalens gangguan gerak halus anak SGA, mengetahui gambaran gangguan gerak halus anak SGA, mengetahui dampak gangguan gerak halus terhadap performa sekolah anak SGA.Metode. Penelitian analitik potong lintang dilakukan sejak bulan Januari sampai Mei 2014. Subjek anak SGA didapatkan dari Klinik Anakku CMC Kayu Putih. Subjek pada kelompok kontrol dari sebuah sekolah swasta yang telah dilakukan matching usia dan jenis kelamin dengan kelompok SGA. Terhadap subjek penelitian dilakukan pemeriksaan keterampilan gerak halus dengan BOT-2 dan penilaian performa fungsional sekolah melalui pengisian kuesioner SFA oleh guru atau terapis.Hasil. Subjek penelitian pada kelompok SGA dan kelompok kontrol masing- masing berjumlah 43 anak. Prevalens gangguan gerak halus pada kelompok SGA sebesar 91%. Jumlah subjek pada kelompok SGA yang mengalami gangguan gerak halus pada komposit fine manual control dan manual coordination, serta subtes fine motor precision, fine motor integration, manual dexterity, dan upper- limb coordination lebih besar dibanding kelompok kontrol, dengan median skor kelompok SGA yang lebih rendah pada semua komposit/subtes dibandingkan dengan kelompok kontrol. Terdapat hubungan bermakna antara gangguan gerak halus kelompok SGA dengan performa fungsional sekolah.Simpulan. Prevalens gangguan gerak halus anak SGA pada penelitian ini adalah 91%. Gangguan gerak halus yang dialami anak SGA berdasarkan pemeriksaan dengan BOT-2 mencakup komposit fine manual control dan manual coordination, serta subtes fine motor precision, fine motor integration, manual dexterity, dan upper-limb coordination. Pada anak SGA, gangguan gerak halus berhubungan dengan gangguan pada performa fungsional sekolah.

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Background. Children with Autism Spectrum Disorders (ASD) often have fine motor impairment, which may present barriers in performing their daily activities and interfere with their school performance. Until now there has been no data on the prevalence and description of fine motor impairment in children with ASD in Indonesia, including its impact on the children’s school performance.

Objective. To determine the prevalence of fine motor impairments in children with ASD, to provide the description of fine motor impairments in children with ASD, and to determine the impact of fine motor impairments on the school performance of children with ASD.

Method. A cross-sectional analytic study conducted from January to May 2014. Subjects were children with ASD from Klinik Anakku CMC Kayu Putih. Subjects in the control group were students from a private school matched by age and sex with the ASD group. Fine motor examination was performed using BOT-2 and assessment of school functional performance was conducted through SFA questionnaires filled by teachers or therapists.

Result. There were 43 subjects each on ASD and control groups. Prevalence of fine motor impairments in children with ASD in this study was 91%. The number of subjects in the ASD group having fine motor impairement on the fine manual control and manual coordination composites, as well as fine precision motors, motors fine integration, manual dexterity, and upper-limb coordination subtests are greater than the control group, with median score of all the composites/subtests lower on ASD group compared to that in the control group. There was a significant correlation between fine motor impairments in ASD children with their school function performance.

Result. Prevalence of fine motor impairments in children with ASD in this study was 91%. Fine motor impairments experienced by children with ASD based on examination using BOT-2 covers fine manual control and manual coordination composites, as well as fine precision motors, motors fine integration, manual dexterity, and upper-limb coordination subtests. In children with ASD, fine motor impairment was associated with disturbances in the school function performance."

"ABSTRAKSecara umum, anak dengan ADHD kesulitan untuk tetap menampilkan perilaku on-task pada tugas yang ia kerjakan. Hal ini berkaitan dengan kesulitan mereka untuk mempertahankan perhatian mereka dalam waktu yang lama. Kesulitan dalam mempertahankan perhatian membuat anak ADHD sering mengalami kegagalan akademis dan memiliki prestasi yang rendah. Diperlukan penanganan untuk meningkatkan kemampuan anak mempertahankan atensinya yang ditampilkan melalui peningkatan perilaku on-task. Modifikasi perilaku merupakan intervensi yang digunakan secara luas dan terbukti efektif untuk menangani anak dengan ADHD. Pada penelitian ini teknik shaping digunakan untuk meningkatkan durasi perilaku on-task pada seorang anak laki-laki berusia 11 tahun yang didiagnosa mengalami ADHD with combined presentation. Tugas yang diberikan berupa mendengarkan cerita dan menjawab pertanyaan sesuai dengan isi cerita. Hasil penelitian menunjukkan teknik shaping dapat meningkatkan durasi perilaku on-task anak dengan ADHD yaitu 100 dari baseline atau dari 1 menit saat baseline hingga mencapai 10 menit pada saat post test.

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ABSTRACTIn general, children with ADHD have difficulty performing on task behavior when they are doing their task. This relates to their difficulty to sustain their attention for a long time. Difficulty in maintaining attention that make children with ADHD often experience academic failure and have a poor academic performance. Treatment for improving the child 39 s ability to maintain their attention showed through the increasing on task behavior in children with ADHD is required. Behavior modification is an intervention that is widely used and proven effective for treating children with ADHD. In this research, shaping technique used to increase the duration of on task behavior in a boy aged 11 years old who were diagnosed with ADHD with combined presentation. The task given was listening the stories and answering questions based on the story. The results showed shaping technique can increase the duration of on task behavior of children with ADHD, that was 100 of the baseline or from 1 minute during the baseline up to 10 minutes during the post test."

"ABSTRAKSkripsi ini membahas elemen sentuh ruang terapi Sensori Integrasi sebagai bagian dari lingkungan terapi anak yang berperan dalam beberapa aspek untuk mendukung penyembuhan anak. Pengalaman sentuh sebagai bagian dari proses penyembuhan anak GPPH dialami melalui terapi Sensori Integrasi SI yang berkontribusi terhadap peningkatan kemampuan anak dan respons terhadap sensasi dari lingkungan. Anak GPPH mengalami ruang SI dengan bergerak dan berinteraksi dengan elemen sentuh yang bervariasi melalui aktivitas bermain. Tulisan ini mencoba mengkaji karakteristik elemen sentuh yang berperan dalam penyembuhan anak GPPH, bagaimana anak mengalami ruang dengan menyentuh dan bergerak untuk kebutuhan terapi, serta aspek lingkungan terapi yang mendukung. Studi kasus di YPAC menganalisis elemen sentuh yang tersedia dan hubungannya terhadap pengalaman sentuh anak GPPH berbagai tipe. Melalui penulisan skripsi ini, didapat bahwa elemen sentuh di ruang terapi Sensori Integrasi memiliki karakteristik yang bervariasi, sehingga membentuk lingkungan yang kaya sensori dengan permukaan yang dijadikan media untuk melatih keseimbangan-koordinasi, tenang, dan fokus. Permukaan dengan tekstur yang menantang pada ruang terapi SI terbatasi dalam segi luasan kontak dengan tubuh maupun melalui elemen yang dapat dipindah dengan mengalihkan ke sensasi tekanan sehingga peletakan elemen pada ruang terapi SI menunjang anak GPPH yang sensitif terhadap sentuhan.

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ABSTRACTThis thesis discuss about tactile element as a part of children therapeutic environment that has several role to support healing process. Tactile experience as part of therapeutic process of ADHD children through Sensory Integration SI therapy contributing in children rsquo s ability enhancement and response to environment. ADHD children experience the space by moving and making contact with tactile element through play as therapy strategy. This writing reviews the characteristic of tactile elements that have roles to heal ADHD children, how children experience the space for therapeutic purpose, and the therapeutic setting aspects. The analysis of case studies in YPAC Jakarta was conducted to capture existing tactile element with tactile experience of ADHD children in variety types. Finding show that tactile element in SI therapeutic space has variety of characteristics that create sensory rich environment with its surface as medium to train balance coordination, calm, and focus. The challenging texture is limited in body contact area also through loose element by replacement to pressure sensation so that element arrangement in SI therapeutic space support ADHD children that have tactile defensiveness."