DOI: 10.5176/2251-1865_CBP16.45
Authors: Dr. Titik Haryati
Abstract: Motor communication skills, social and attention of autistic students in inclusive elementary school and extraordinary elementary school can be improved effectively after being given guidance behavior. Students are given a pre-test later after the teachers had been training for four times to improve their understandment on aspects of communication, motor, social and attention which resulted a very significant improvement. T-test calculation for control group in Perwira Elementary School and Lenteng General Extraordinary Elementary School with experimental group in Cipete 12 Elementary School and Cibinong Extraordinary Elementary School results that the difference in average pre-test is not exhibited significantly on = 0.05. But after treatment, both students’ group communication skills are increased. Pretest treatment result of communication aspect is 30.38, which become 41.24 (21.61{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}) after given post 1, 2, 3 and 4 treatment and results 38.42 (15.83{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}) for a 4th classical post test counseling. Pre-test of motor aspects results 47.24 after the 4th post- test was did and results 58.38 (20.93{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}), while classical groups increased from 47.70 to 54.36 (12:11{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}). Post test social aspects results 31.76 which increased to 42.52 (20:58{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}), meanwhile the one through classical guidance increased from 32.30 to 36.85 (8.67{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}). Pre-test of attention aspects before treatment is 31.24, after treatment it become 46.67 (31.28{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}) which resulted by doing 4 times post test and classical guidance group become 40.01 (16:39{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465}) from 32.91. The final conclusion of the research is aspects attention which increased the highest, followed by communication aspects, motor aspects, and social aspects. Escalation of Inclusive Elementary School in attention aspects is greater than attention aspects of Extraordinary Elementary School. It caused by more interaction happen between autistic students and normal students in Inclusive Elementary School. They are likely to interact with autistic students so problems that autistic have like less attention, communication and social tend solve by itself.
Keywords:autistic student, behavior guidance, Inclusive Elementary School, Extraordinary Elementary School
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