UPSI Digital Repository (UDRep)
|
|
|
Abstract : Universiti Pendidikan Sultan Idris |
Kajian ini bertujuan untuk mengkaji pelaksanaan sesi Terapi Cara Kerja berasaskan aktiviti psikomotor dalam membantu murid autistik berinteraksi sosial. Objektif kajian adalah untuk mengenal pasti masalah interaksi sosial, jenis aktiviti psikomotor yang berkesan dan kesannya terhadap interaksi sosial murid autistik. Pendekatan kualitatif dengan reka bentuk kajian kes telah digunakan dalam kajian ini. Pemilihan responden kajian dijalankan secara pensampelan bertujuan melibatkan empat orang murid autistik dan dua orang guru pendidikan khas di sebuah sekolah rendah yang mempunyai Program Pendidikan Khas Bermasalah Pembelajaran di Sungai Petani, Kedah. Tiga jenis instrumen kajian digunakan iaitu senarai semak interaksi sosial, soalan temu bual guru dan laporan sesi terapi. Data pemerhatian, temu bual dan dokumen rasmi dianalisis secara manual oleh penyelidik. Dapatan kajian mendapati bahawa sesi Terapi Cara Kerja berasaskan aktiviti psikomotor berkesan dalam membantu interaksi sosial murid autistik dalam bilik darjah dan kekerapan interaksi sosial berlaku lebih banyak melalui aktiviti membaling dan menangkap bola, membaling bola ke dalam bakul dan membaling bola ke arah pin boling. Kesimpulan daripada kajian menunjukkan pelaksanaan sesi Terapi Cara Kerja berasaskan aktiviti psikomotor telah membantu interaksi sosial murid autistik. Implikasi kajian menunjukkan penggunaan aktiviti psikomotor adalah sesuai diaplikasikan dalam proses pengajaran dan pembelajaran murid autistik bagi menggalakkan murid autistik berinteraksi sosial. |
References |
Abdul Rashid A. Latiff. (2007). Autisme, suatu pengenalan dan pengalaman. Selangor: Venton Publishing Sdn. Bhd.
Alexander, M. G. F., Dummer, G. M., Smeltzer, A. & Denton, S. J. (2011). Developing the social skills of young adult special Olympics athletes. Education and Training in Autism and Developmental Disabilities, 46(2), 297-310.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5. Washington, DC: American Psychiatric Association.
Arbesman, M. & Lieberman, D. (2010). Methodology for the systematic reviews of occupational therapy for children and adolescents with difficulty processing and integrating sensory information. American Journal of Occupational Therapy, 64(3), 368-374.
Autism Research Institute. (2015). Is it autism? Didapati di laman web http://www.autism.com/is_it_autism. Dilayari pada November 2015.
Autism Spectrum Australia. (2016). Using play. Didapati di laman web https://www.autismspectrum.org.au/content/using-play. Dilayari pada November 2016.
Bahagian Pendidikan Awal Kanak-kanak (PERMATA) Jabatan Perdana Menteri. (2013). Kurikulum Permata Negara: Asuhan dan Didiikan Awal Kanak-kanak 0-4 Tahun (Ed. ke-3). Cyberjaya, Selangor: Bahagian Pendidikan Awal Kanak- kanak (PERMATA) Jabatan Perdana Menteri.
Baker, J. (2003). Social skills training for children with Asperger’s syndrome and social-communications problems. Shawnee Mission, KS: Autism Aspergers Publishing.
Bauminger, N., Solomon, M., Aviezer, A., Heung, K., Gazit, L., Brown, J., & Rogers, S. J., et al. (2008). Children with autism and their friends: A multidimensional study of friendship in high functioning autism spectrum disorder. Journal of Abnormal Child Psychology, 36(2), 135-150.
Bauminger-Zviely, N. (2012). The beginning of friendship-Friendship in preschoolers with HFASD: New evidence and implications. Toronto: International Meeting for Autism Research (IMFAR).
Bhat, A. N., Landa, R. J. & Galloway, J. C. (2011). Current perspectives on motor functioning in infants, children, and adults with autism spectrum disorders. Physical Therapy, 91(7), 1116-1129.
Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L. W. & Mancil, G. R. (2008). Descriptive analysis of classroom setting events on the social behaviors of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 43(2), 186-197.
Bregman, J. D. & Higdon, C. (2012). Definitions and clinical characteristics of autism spectrum disorders. Dlm. Zager, M. L. Wehmeyer & R. L. Simpson (Ed.), Educating students with autism spectrum disorders (hlm. 13-45). New York: Routledge.
Bremer, E. & Lloyd, M. (2016). School-based fundamental-motor-skill intervention for children with autism-like characteristics: An exploratory study. Adapted Physical Activity Quarterly, 33(1), 66-88.
Brok, J. C. J. & Barakova E. I. (2010). Engaging autistic children in imitation and turn- taking games with multiagent system of interactive lighting blocks. International Conference on Entertainment Computing ICEC 2010. Seoul, Korea, 8-11 September.
Bumin, G., Huri, M., Salar, S. & Kayihan, H. (2015). Occupational therapy in autism. Dlm. M. Fitzgerald (Ed.), Autism spectrum disorder: Recent advances (hlm. 161-203). InTech.
Case Smith, J. & Arbesman, M. (2008). Evidence-based review of interventions for autism used in or of relevance to occupational therapy. The American Journal of Occupational Therapy, 62(4), 416-429.
Case-Smith, J. & O’Brien, J. C. (2010). Occupational therapy for children (Ed. ke-6). St. Louis: Mosby.
Cavanaugh, L. K. & Rademacherin, S. B. (2014). How a SURFing social skills curriculum can impact children with autism spectrum disorders. Journal of the International Association of Special Education, 15(1), 27-35.
Centers for Disease Control and Prevention. (2015). Autism Spectrum Disorder (ASD). Didapati di laman web http://www.cdc.gov/ncbddd/autism/data.html. Dilayari pada November 2015.
Cheatum, B. A. & Hammond, A. A. (2000). Physical activities for improving children's learning and behaviour: A guide to sensory motor development (Ed. ke-1). United States of America: Human Kinetics.
Chien-Yu. (2009). Age, social engagement, and physical activity in children with autism spectrum disorders. Research in Autism Spectrum Disorders, 3(1), 22- 31.
Chien-Yu, Chia-Liang, & Kai-Wen. (2011). Physical activity correlates for children with autism spectrum disorders in middle school physical education. Research Quarterly for Exercise and Sport, 82(3), 491-498.
Chua. (2006). Kaedah penyelidikan. Malaysia: McGraw-Hill (Malaysia) Sdn. Bhd.
College of Occupational Therapists. (2015). Code of Ethics and Professional Conduct. College of Occupational Therapists. London: College of Occupational Therapists.
Couch, K. J., Deitz, J. C. & Kanny, E. M. (1998). The role of play in pediatric occupational therapy. American Journal of Occupational Therapy, 52(2), 111- 117.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (Ed. ke-3). Los Angeles: Sage Publications.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed method approaches (Ed. ke-3). Los Angeles: Sage Publications.
Crollick, J. L., Mancil, G. R. & Stopka, C. (2006). Physical activity for children with autism spectrum disorder. Adapted Physical Education, 30-34.
Delprato, D. J. (2001). Comparisons of discrete-trial and normalized behavioral language intervention for young children with autism. Journal of Autism and Developmental Disorders, 31(3), 315-325.
Royal Children’s Hospital Melbourne. (2005). Occupational Therapy-Kids Health Information: Playdough Activity Ideas. Australia: The Royal Children’s Hospital Melbourne.
Donnely, J. L. Luyben, P. D. & Zan, C. S. (2009). Increasing eye contact toward learning materials in a toddler with autism. Journal of Prevention and Intervention Community, 37(3), 170-176.
Doralp, S. & Bartlett, D. J. (2013). Environmental opportunities questionnaire: Development of a measure of the environment supporting early motor development in the first year of life. Disability and Rehabilitation, 35(20), 1692-1697.
Duronji?, M. & Válková, H. (2010). The influence of early intervention movement programs on motor skills development in preschoolers with autism spectrum disorder (Case studies). Acta Universitatis Palackianae Olomucensis. Gymnica, 40(2), 37-45.
Eagle, R. F., Romanczyk, R. G. & Lenzenweger, M. F. (2010). Classification of children with autism spectrum disorders: A finite mixture modeling approach to heterogeneity. Research in Autism Spectrum Disorders, 4(4), 772-781.
Falkmer, M., Granlund, M., Nilholm, C. & Falkmer, T. (2012). From my perspective- Perceived participation in mainstream schools in students with autism spectrum conditions. Developmental Neurorehabilitation, 15(3), 191-201.
Flippin, M., Reszka, S. & Watson, L. R. (2010). Effectiveness of the Picture Exchange Communication System (PECS) on communication and speech for children with autism spectrum disorders: A meta-analysis. American Journal of Speech- Language Pathology, 19(2), 178-195.
Findlay, L. C. & Coplan, R. J. (2008). Come out and play: Shyness in childhood and the benefits of organized sports participation. Canadian Journal of Behavioural Science, 40(3), 153-161.
Fombonne, E. (2009). Epidemiology of pervasive developmental disorders. Pediatric Research, 65(6), 591-598.
Fox, C. (2015). The effects on physical exercises to improve social communication skills of adolescents with autism. Tesis Postgrad Sarjana. Rowan University.
Fritz, G. K. (2006). LEGO© building blocks to teach social skills in autistic children. The Brown University Child and Adolescent Behavior Letter.
Gallahue, D. L. & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (Ed. ke-6). New York, America: McGraw-Hill.
Gevers, C., Clifford, P., Mager, M. & Boer, F. (2006). Brief report: A theory-of-mind- based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness. Journal of Autism and Developmental Disorders, 36(4), 567-571.
Giler, J. Z. (2011). Socially ADDept: Teaching social skills to children with ADHD, LD, and Asperger's (Ed. semakan). San Francisco: Jossey-Bass.
Gutman, S. A., Raphael-Greenfield, E. I., Carlson, N., Friedman, R. & Iger, A. (2012a). Enhancing social skills in adolescents with high functioning autism using motor-based role-play intervention. The Open Journal of Occupational Therapy, 1(1), 1-22.
Gutman, S. A., Raphael-Greenfield, E. I. & Rao, A. K. (2012b). Effect of a motor-based role-play intervention on the social behaviors of adolescents with high- functioning autism: Multiple-baseline single-subject design. American Journal of Occupational Therapy, 66(5), 529-537.
Hall, L. J. (2013). Autism spectrum disorders: From theory to practice (Ed. ke 2). Boston: Pearson.
Hallahan, D. P., Kauffman, J. M. & Pullen, P. C. (2012). Exceptional learners: An introduction to special education (Ed. ke-12). Upper Saddle River. New Jersey: Pearson Education Inc.
Haney, M. R. (2013). Understanding children with autism spectrum disorders: Educators partnering with families. United States of America: Sage Publications.
Hasmah Muhamed, Johaidah Othman & Norfishah Mat Rabi. (2016). Kesan pendekatan bermain sambil belajar terhadap permasalahan komunikasi kanak- kanak autistik di prasekolah pendidikan khas. The 2016’2 Tough Generation for A Better World International Conference. Universitas Syiah Kuala, 22-23 Oktober.
Hasnah Toran, Mohd Hanafi Mohd Yasin, Mohd Mokhtar Tahar, & Noraini Salleh. 2010). Tahap latihan, pengetahuan dan keyakinan guru-guru pendidikan khas tentang autisme. Jurnal Pendidikan Malaysia, 35(1), 19-26.
Heflin, L. J. & Alaimo, D. F. (2007). Students with autism spectrum disorders: Effective instructional practices. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall.
Heward, W. L. (2013). Exceptional Children: An introduction to special education (Ed. ke-10). United States: Pearson.
Hickman L. & Orentilicher, M. (2001). Transition from school to adult life students with autism. Dlm. H. Miller-Kuhaneck. (Ed.), Autism: A comprehensive occupational therapy approach (hlm. 237-268). Bethesda, MD: American Occupational Therapy Association.
Hilsen, L. (2012). A step-by-step curriculum for early learners with autism spectrum disorders. London, Philadelphia: Jessica Kingsley Publishers.
Hwang, B. & Hughes, C. (2000). The effects of social interactive training on early social communicative skills of children with autism. Journal of Autism and Developmental Disorders, 30(4), 331-343.
Ingersoll, B., Schreibman, L. & Stahmer, A. (2001). Brief report: Differential treatment outcomes for children with autistic spectrum disorder based on level of peer social avoidance. Journal of Autism and Developmental Disorders, 31(3), 343- 349.
Janssen I. & LeBlanc A. G. (2010) Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral Nutrition and Physical Activity, 7(40), 1-16.
Kamarul Azmi Jasmi. (2012). Tesis pra lapangan kajian dalam penyelidikan kualitatif. Universiti Teknologi Malaysia.
Kasari, C., Locke, J., Gulsrud, A. & Rotheram-Fuller, E. (2011). Social networks and friendships at school: Comparing children with and without ASD. Journal of Autism and Developmental Disorders, 41(5), 533-544.
Kasari, C., Rotheram-Fuller, E., Locke, J. & Gulsrud, A. (2012). Making the connection: Randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431-439.
Kementerian Kesihatan Malaysia. (2014). Clinical Practice Guidelines: Management of Autism Spectrum Disorder in Children and Adolescents. Putrajaya: Kementerian Kesihatan Malaysia.
Kementerian Pendidikan Malaysia. (2012). Laporan Awal Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Khalid Karim, Alvina Ali, & O’Reilly, M. (2014). A practical guide to mental health problems in autistic spectrum disorder. Philadelphia: Jessica Kingsley Publishers.
Killen, M. & Coplan, R. J. (2011). Social development in childhood and adolescence: A contemporary reader. New York, NY: Wiley.
Killen, M., Rutland, A. & Jampol, N. S. (2009). Social exclusion in childhood and adolescence. Dlm. K. H. Rubin, W. M. Bukowski, & B. Laursen (Ed.), Handbook of peer interactions, relationships, and groups (hlm. 249-266). New York, NY: Guilford Press.
Knox, S. H. (2010). Play. Dlm. J. Case-Smith & J. C. O’Brien. (Ed.), Occupational therapy for children (hlm. 540-554). St. Louis: Mosby.
Kogan, M. D., Blumberg, S. J., Schieve, L. A., Boyle, C. A., Perrin, J. M., Ghandour, R. M. & van Dyck, P. C., et al. (2009). Prevalence of parent-reported diagnosis of autism spectrum disorder among children in the US, 2007. Pediatrics, 124(5), 1395-1403.
Lefrancois, G. R. (2012). Theories of human learning: What the professor said (Ed. ke- 6). Belmont, CA: Wadsworth.
MacDonald, M. Lord, C. & Ulrich, D. A (2013). The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder. Adapted Physical Activity Quarterly, 30(3), 271-282.
Mahfuzah Zainol. (2014a). Intervensi Terapi Carakerja dalam kemahiran motor murid masalah koordinasi. Tesis Postgrad Sarjana. Universiti Kebangsaan Malaysia.
Mahfuzah Zainol. (2014b). Kemahiran manipulatif dalam pendidikan khas. Wilayah Persekutuan Putrajaya: Perpustakaan Negara Malaysia.
Mahfuzah Zainol. (2014c). Panduan Terapi Carakerja untuk murid istimewa. Wilayah Persekutuan Putrajaya: Perpustakaan Negara Malaysia.
Mailloux, Z. & Roley, S. S. (2001). Sensory integration. Dlm. H. Miller-Kuhaneck. (Ed.), Autism: A comprehensive occupational therapy approach. Bethesda, MD: American Occupational Therapy Association.
Mancil, G. R. & Boman, M. (2010). Functional communication training in the classroom: A guide for success. Preventing School Failure, 54(4), 238-246.
Maskey, M., Warnell, F., Parr, J. R., Le Couteur, A. & McConachie, H. (2013). Emotional and behavioural problems in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(4):851-859.
McLennan, J. D., Hùculak, S. & Sheehan, D. (2008). Pilot investigation of service receipt by young children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 38(6), 1192-1196.
Meydam, J. (2016). Lego play therapy benefits children with autism. Didapati di laman web http://www.autismdailynewscast.com/lego-play-therapy-benefits- children-with-autism/5228/janetmeydam/. Dilayari pada Mac 2016.
Mohd Zuri Ghani, Aznan Che Ahmad, & Zainuddin Mohd Isa. (2014). Masalah pembelajaran (Ed. ke-6). Tanjong Malim, Perak: Universiti Pendidikan Sultan Idris.
Nock, M. K., Michel, B. D. & Photos, V. I. (2007). Single-case research designs. Dlm. McKay (Ed.), Handbook of research methods in abnormal and clinical psychology (hlm. 337-350). Thousand Oaks, CA: Sage.
Noraini Idris. (2010). Penyelidikan dalam pendidikan. Perpustakaan Negara Malaysia: McGraw-Hill (Malaysia) Sdn. Bhd.
Norfarhada Mohd Yusof & Norfishah Mat Rabi. (2016). Kesan Terapi Carakerja terhadap kemahiran interaksi sosial murid autistik melalui aktiviti psikomotor. The 2016’2 Tough Generation for a Better World International Conference. Universitas Syiah Kuala, 22-23 Oktober.
Norfishah Mat Rabi. (2015). Rahsia dan personaliti kanak-kanak autistik di Malaysia. Pulau Pinang: Universiti Sains Malaysia.
Norfishah Mat Rabi & Hasrul Hosshan. (2015). ‘Educational therapy’ dalam pendidikan khas. Tanjong Malim, Perak: Universiti Pendidikan Sultan Idris.
Oppenheim-Leaf, M. L., Leaf, J. B. & Call, N. A. (2012). Teaching board games to two children with an autism spectrum disorder. Journal of Developmental and Physical Disabilities, 24(4), 347-358.
Ormrod, J. E. (2008). Educational psychology: Developing learners (Ed. ke-6). Upper Saddle River: Prentice Hall.
Othman Lebar. (2014). Penyelidikan kualtitatif: Pengenalan kepada teori dan metode. Tanjung Malim, Perak: Universiti Pendidikan Sultan Idris.
Owens, G., Granader, Y., Humphrey, A. & Baron-Cohen, S. (2008). LEGO ® Therapy and the social use of language programme: An evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of Autism and Developmental Disorders, 38(10), 1944-1957.
Özen, A. (2015). Effectiveness of siblings-delivered iPad game activities in teaching social interaction skills to children with autism spectrum disorders. Educational Sciences: Theory and Practice, 15(5), 1287-1303.
Paul, R. (2009). Talk to me: Issues in acquiring spoken language for young children with autism spectrum disorders. American Speech Language Hearing Association, 14(14), 10-13.
Payne, V. G. & Isaacs, L. D. (2012). Human motor development: A lifespan approach (Ed. ke-8). New York: McGraw-Hill.
Pelphrey, K. A., Sasson, N. J., Reznick, J. S., Paul, G., Goldman, B. D., & Piven, J. (2002). Visual scanning of faces in autism. Journal of Autism and Developmental Disorders, 32(4), 249–261.
Pfeiffer, B. A., Koenig, K., Kinnealey, M., Sheppard, M. & Henderson, L. (2011). Effectiveness of sensory integration interventions in children with autism spectrum disorders: A pilot study. American Journal of Occupational Therapy, 65(1), 76-85.
Philip, R. C. M., Whalley, H., Stanfield, A. C., Sprengelmeyer, R., Santos, I. M. Young, A. W., et al. (2010). Deficits in facial, body movement and vocal emotional processing in autism spectrum disorder. Psychological Medicine, 40(11), 1919–1929.
Plimley, L. & Bowen, M. (2007). Social skills and autistic spectrum disorders. Paul Chapman Publishings.
Ragbir Kaur Joginder Singh. (2010). Panduan ilmu pendidikan komprehensif untuk KPLI (Sekolah rendah). Selangor: Kumpulan Budiman Sdn. Bhd.
Raising Children Network. (2016). Fair play for children. Didapati di laman web http://raisingchildren.net.au/articles/playing_fair.html. Dilayari pada November 2016.
Razhiyah, K. A. (2008). Apa Itu Autisme? Kuala Lumpur: PTS Professional Publishing Sdn. Bhd.
Reese, R. M., Richman, D. M., Belmont, J. M. & Morse, P. (2005). Functional characteristics of disruptive behavior in developmentally disabled children with and without autism. Journal of Autism and Developmental Disorders, 35(4), 419-428.
Reichow, B. & Volkmar, F. R. (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of Autism and Developmental Disorders, 40(2), 149-166.
Ria Hidayati, D. M. (2013). Pembinaan modul kemahiran interaksi sosial dan komunikasi murid autisme melalui permainan reka bentuk blok. Tesis Postgrad Sarjana. Universiti Pendidikan Sultan Idris.
Rodriguez, A. M. (2009). Autism and Asperger syndrome. Minneapolis, MN: Twenty- First Century Books.
Rogers, N. & Wright, J. (2015). Linking fine and gross motor skills to the curriculum. Educating Young Children-Learning and teaching in the early childhood years, 21(1), 24-26.
Rummel, R. J. (1976). Understanding conflict and war, Vol. 2: The conflict helix. John Wiley & Sons.
Scheeren, A. M., Koot, H. M., Mundy, P. C., Mous, L. & Begeer, S. (2013). Empathic responsiveness of children and adolescents with high-functioning autism spectrum disorder. Autism Research, 6(5), 362-371.
Schlosser, R. W. & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology, 17(3), 212-230.
Schreiber, C. (2011). Social skills interventions for children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 13(1), 49-62.
Schwarz, T. & Luckenbill, J. (2012). Exploring sensory and art activities with infants and toddlers. Young Children, 67(4), 26-34.
See, C. M. (2005). Autism and its treatment in Malaysia: Holistic care for autistic children. Kertas Kerja Persidangan Thailand. Universiti Sains Malaysia, 17-18 Ogos.
Shattuck, P. T., Orsmond, G. I.., Wagner, M. & Cooper, B. P. (2011). Participation in social activities among adolescents with an autism spectrum disorder. PLoS ONE, 6(11), e21716.
Singh, N. N., Lancioni, G. E., Winton, A. S., Fisher, B. C., Wahler, R. G., Mcaleavey, K., Singh, J., Mohamed Sabaawi et al. (2006). Mindful parenting decreases aggression, noncompliance, and self-injury in children with autism. Journal of Emotional and Behavioral Disorders, 14(3), 169-177.
Siperstein, G. N., Parker, R. C., Norins Bardon, J. & Widaman, K. F. (2007). A national study of youth attitudes toward the inclusion of students with intellectual disabilities. Exceptional Children, 73(4), 435-455.
Siti Hodijah Zamakshshari. (2012). Strategi pengajaran dan pembelajaran guru dalam menangani masalah pertuturan dan bahasa kanak-kanak autistik. Seminar Kebangsaan Majlis Dekan Pendidikan IPTA 2012. Universiti Teknologi Malaysia, 7-9 Oktober.
Stake, R. E. (2005). Qualitative case studies. Dlm. N. K. Denzin & Y. S. Lincoln. (Ed.), The Sage handbook of qualitative research (Ed. ke-3). United States of America: Sage Publications.
Suppiah Nachiappan, Nurain Abd. Rahman, Harikrishnan Andi, & Fatimah Mohd Zulkafaly. (2014). Snake and ladder games in cognition development on students with learning difficulties. Review of Arts and Humanities, 3(2,), 217- 229.
Tan, T. B. & Loh, S. C. (2007). Program intervensi kemahiran membaling bola terhadap pelajar autisme sekolah menengah: Satu kajian kes. Jurnal Pendidikan, 27(1), 291-234.
Tanta, K. J., Deitz, C. D., White, O. & Billingsley, F. (2005). The effects of peer-play level on initiations and responses of preschool children with delayed play skills. American Journal of Occupational Therapy, 59(4), 437-445.
The American Occupational Therapy Association. (2016). Learning through play. Didapati di laman web www.aota.org/about-occupational-therapy/patients- clients/childrenandyouth/play.aspx. Dilayari pada Mac 2017.
The American Occupational Therapy Association. (2009). Occupational therapy and school mental health. The American Occupational Therapy Association.
The National Autism Society of Malaysia. (2015). What is autism? Didapati di laman web http://www.nasom.org.my/autism/. Dilayari pada November 2015.
Ucci, M. (2006). Playdough: 50 years' old, and still gooey, fun, and educational. Child Health Alert, 24, 5.
Universiti Kebangsaan Malaysia. (2015). Makmal pembelajaran autisme. Didapati di laman web http://www.ukm.my/fpendidikan/eng/index.php/makmal- autisme.html. Dilayari pada November 2015.
Walton, K., Wainer, A., Berger, N. & Ingersoll, B. (2013). Peer and adult socialization. Dlm. S. Goldstein & J. A. Naglieri (Ed.), Interventions for autism spectrum disorders: Translating science into practice (hlm. 197-216). New York: Springer.
Wang, P. & Spillane, A. (2009). Evidence-based social skills interventions for children with autism: A meta-analysis. Education and Training in Developmental Disabilities, 44(3), 318-342.
Watling, R., Tomchek, S. & LaVesser, P. (2005). The scope of occupational therapy services for individuals with autism spectrum disorders across the lifespan. American Journal of Occupational Therapy, 59(6), 680-683.
Wentzel, K. R., Barry, C. M. & Caldwell, K. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96(2), 195-203.
Wetherby, A. M., Wood, J., Allen, L., Cleary, J., Dickson, H. & Lord, C. (2004). Early indicators of autism spectrum disorders in the second year of life. Journal of Autism and Developmental Disorders, 34(5), 473-493.
Yanhui. (2010). Lego games help young children with autism develop social skills. International Journal of Education, 2(2), 1-9.
Yasmin Hussain. (2013). Terapi dalam pendidikan khas. Selangor: Pekan Ilmu Publications.
Yin, R. K. (2014). Case study research: Design and methods (Ed. ke-5). United States of America: Sage Publications.
Zager, D., Wehmeyer, M. L. & Simpson, R. L. (2012). Educating students with autism spectrum disorders: Research-based principles and practices. New York: Routledge.
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |