Shoebox Program to Improve The Speech Language Skills of Children with Attention Deficit Hyperactivity Disorder

Misdayani Misdayani, Tati Hernawati Hernawati

Abstract


Children with attention deficit and hyperactivity disorders can experience language and speech delays if not treated early. Based on initial observations in the field, it was found that a child with hyperactivity and attention deficit disorder or ADHD aged 3 years and 4 months was late in language development. At that age, children should be able to express desires, ask questions, answer simple questions, respond when called, and be interested in playing with their peers. From an early age, children need to receive intervention as soon as possible from their immediate environment, namely the family, so that children's obstacles can be minimized properly. For this reason, this research aims to develop a program that can improve the language skills of children with ADHD. This program is called Shoebox, which was developed based on the results of an assessment of children's language skills. The program will be implemented by the child's parents through a process of mentoring researchers first until the parents implement it independently. This research uses mixed research methods, namely qualitative research methods as the basis for program development, and quantitative research methods with SSR design to test the program's effectiveness. Data collection techniques are interviews, observation and documentation, and oral language behavior tests. The results of this research are a shoebox program which, based on effectiveness tests, shows that this program can improve speech-language skills in ADHD children.


Full Text:

PDF

References


Al Azis, A., Umi, F., & Saeful, A. (2022). Perkembangan Bahasa Anak Hiperaktif. Jurnal Multidisipliner BHRASA. 1(2), 114-122.

Barbera, M. (2023). Getting Kids with Autism to Talk More. (online). Diakses pada 18 Desember 2023. https://marybarbera.com/getting-kids-with-autism-to-talk-or-talk-more/.

Bonvicini, C., Faraone, S. V., and Scassellati, C. (2018). Common and specific genes and peripheral biomarkers in children and adults with attention-deficit/hyperactivity disorder. World J. Biol. Psychiatry 19, 80–100. doi: 10.1080/15622975.2017.1282175

Crouch, E., Radcliff, E., Bennett, K. J., Brown, M. J., & Hung, P. (2021). Examining the Relationship Between Adverse Childhood Experiences and ADHD Diagnosis and Severity. Academic Pediatrics, 21(8), 1388–1394. https://doi.org/10.1016/j.acap.2021.03.009.

Gede, I (2013) Perkembangan Bahasa Anak 0-3 Tahun Dalam Keluarga, Jurnal Linguistik. Vol. 20 No. 39, Pp. 95-101.

Hidayah, I., Aliyah, I., & Akademik, P. (2023). Liberosis: Jurnal Psikologi dan Bimbingan Konseling. 1(1). https://doi.org/10.3287/ljpbk.v1i1.325.

Isnawati, U., Ismawati, I., & Maemunah, M. (2023). Meningkatkan Perkembangan Bahasa Anak ADHD melalui Literasi Digital. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(6), 3952-3955. https://doi.org/10.54371/jiip.v6i6.2117.

Luo, Y., Weibman, D., Halperin, J. M., & Li, X. (2019). A review of heterogeneity in attention deficit/hyperactivity disorder (ADHD). Frontiers in Human Neuroscience, 13(February), 1–12. https://doi.org/10.3389/fnhum.2019.00042.

Nurafifah W., & Setyaningsih, R. (2023). Analisis Kepribadian Anak Hiperaktif dalam Proses Pembelajaran di Kelas II Sekolah Dasar Serta Upaya Mengatasinya. Jurnal Mindset. 3(2), 36-43. Retrieved from https://journal.actual-insight.com/index.php/mindset/article/view/1557.

Pane,I., et al. 2021. Desain Penelitian Mixed Method. Aceh: Yayasan Penerbit Muhammad Zani.

Parks, K. M. A., Hannah, K. E., Moreau, C. N., Brainin, L., & Joanisse, M. F. (2023). Language abilities in children and adolescents with DLD and ADHD: A scoping review. Journal of Communication Disorders, 106(September), 106381. https://doi.org/10.1016/j.jcomdis.2023.106381.

Rosida, Sisi. (2023). Stop Keterlambatan Berbicara Pada Anak, Padang: PT Global Eksekutif Teknologi.

Sari, V., & Ni, W. PECS (Pictures Communication System) Terhadap interaksi Sosial anak ADHD (Attention Deficit- Hyperactive Disorder). Jurnal Pendidikan Khusus. 16(1), 28-34. Tersedi di: https://journal.uny.ac.id/index.php/jpk/article/download/30797/Virgian%20Ferda%20Sari.

Schaub, S., Ramseier, E., Neuhauser, A., Burkhardt, S. C., & Lanfranchi, A. (2019). Effects of home-based early intervention on child outcomes: A randomized controlled trial of Parents as Teachers in Switzerland. Early Childhood Research Quarterly, 48, 173-185.

Siregar, P. H. A., & Agustina. (2020). Child Language Disorder in ADHD Type. 464(Psshers 2019), 27–31. https://doi.org/10.2991/assehr.k.200824.007.

Soeriawinata, R. (2023). Verbal Behavior & Applied Behavior Analysis: Membantu Anak Autisme dan ABK Menemukan Fungsi Bahasa. Bende: Otak Atik Naskah.

Taqiyah, D. B., & Mumpuniarti, M. (2022). Intervensi Dini Bahasa dan Bicara Anak Speech Delay. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 3992–4002. https://doi.org/10.31004/obsesi.v6i5.2494.

Vebrianto, R., Musa, T., Zelly, P., Ira, M., Ilhami, A., & Dinia, D. 2020. Mixed Methods Research: Trends and Issues in Research Methodology. Bedelau: Journal of Education and Learning. 1(1), 63-73.

Vitasari, R & Bhina, P. (2019). Program PECS (Picture Exchange Communication System) untuk Meningkatkan Kemampuan Berbicara Terstruktur pada Anak Autis. Gadjah Mada Journal of Professional Psychologicy. . 5(1), 94-107. DOI: 10.22146/gamajpp.48590.

Wahidah, E. (2019). Identifikasi dan Psikoterapi terhadap ADHD dalam Perspektif Psikologi Pendidikan Islam Kontemporer. Jurnal Studi Agama. 17(2), 297-318. DOI : 10.20885/millah.vol17.iss2.art6.

Wahyu. 2020. Penelitian SSR (Single Subject Research). Banjarmasin: FIP PLB Univarsitas Lambung Mangkurat.

Westby, C., & Watson, S. M. (2021). ADHD and communication disorders. The handbook of language and speech disorders, 529-570.

Wolraich, M. L., Hagan, J. F., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., & Zurhellen, W. (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of AttentionDeficit/Hyperactivity Disorder in Children and Adolescents. Pediatrics, 144(4), 1–46. https://doi.org/10.1542/peds.2019-2528.




DOI: https://doi.org/10.24036/kolokium.v12i1.794

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.