The effect of behavioral interventions to manage gifted-sensory seeking disorder students behavior problems: a single-subject reseach of a five-year-old boy in abc school

Gunawan, Keren Angelia (2016) The effect of behavioral interventions to manage gifted-sensory seeking disorder students behavior problems: a single-subject reseach of a five-year-old boy in abc school. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Every child is created in the image of God. They have rights and obligations to an education. They are responsible and accountable for their actions. When the researcher was observing the class, she found that one boy in that class often run away from class and did not came back to class after playing outside. He was not fulfilling his obligation as a student and he was not responsible and accountable for his actions. The purposes of this research are to explain the effects of behavioral interventions to manage gifted–sensory seeking disorder student‘s behavior problems and to know the period of intervention that works the best to manage gifted-sensory seeking disorder student‘s behavior problems. This research is a single-subject research A-B-B1-B1C-B1CD-B2D-B2 design (a combination of multiple treatments and alternating design) which applied a token economy, reminder and sensory-based behavior plans as the intervention in the research. This research was held in ABC School in Karawaci from August 18th until November 4th, 2015 focusing on a five-year-old gifted�sensory seeking disorder boy. The instrument that used in this research were observation sheets, sticker sheets, and a tool chest. From the research it was found that there are positive and significant effects of behavioral interventions to manage gifted–sensory seeking disorder student‘s behavior problems which were shown by the increasing appropriate behavior percentage in both of the indicators, ―staying with the group‖ and ―come back after playing outside‖. Period B1CD that applied sensory-based behavior plans worked the best./Setiap anak adalah gambar dan rupa Allah, mereka memiliki hak dan kewajiban atas pendidikan. Mereka bertanggung jawab terhadap tindakan mereka. Ketika peneliti mengobservasi sebuah kelas, peneliti menemukan seorang anak laki-laki di kelas tersebut sering kabur dari kelas dan tidak kembali ke kelas setelah bermain di luar. Dia tidak memenuhi kewajibannya sebagai murid dan dia tidak bertanggung jawab terhadap tindakannya. Tujuan penelitian ini adalah untuk menjelaskan pengaruh intervensi perilaku untuk mengatur masalah perilaku anak cerdas dengan permasalahan sensori dan untuk mengetahui periode intervensi mana yang paling baik untuk mengatur masalah perilaku anak cerdas dengan permasalahan sensori. Penelitian ini merupakan penelitian subyek tunggak dengan desain A-B�B1-B1C-B1CD-B2D-B2yang mengaplikasikan token economy, pengingat, dan sensory-based behavior plans sebagai intervensi pada penelitian. Penelitian ini dilaksanakan di Sekolah ABCdi Karawaci pada tanggal 18 Agustus hingga 4 November 2015 terhadap seorang anak laki-laki cerdas berumur 5 tahun dengan permasalahan sensori. Instrumen yang digunakan adalah lembar observasi, lembar stiker, dan tool chest. Dari penelitian ditemukan bahwa ada pengaruh yang positif dan signifikan dari intervensi perilaku untuk mengatur perilaku anak cerdas dengan permasalahn sensori ditunjukkan dengan peningkatan persentase perilaku baik di kedua indikator, ―tinggal dalam kelompok‖ dan ―kembali setelah bermain di luar‖. Periode B1CD yang mengaplikasikan sensory-based behavior plans bekerja paling baik.

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