Using Social Story for Autistic Students to Improve Student’s Behavior in the Class at Australian Independent School in Academic Year 2020
AbstractAutism is a complex developmental disability that typically appears during the first three years of life. To deal with behavior management of an autistic student, the teacher must implement particular strategy. This study aimed at implementing social story for autistic students for behavior management. The problems of the study were formulated as (1) how teacher constructs a social story based on lesson plan or SMART, (2) how teacher implements social story (3) how teacher assesses students’ behavior. This study was qualitative case study analyzed the phenomenon of teaching using social story to improve student’s behavior in the class by teachers in Australian Independent School Bali. The subject of the study was a teacher at Australian Independent School Bali. The data were collected through observation, recording, interview, and document analysis. The findings show that (1) the teacher conducts lesson plan or SMART target that adopted from the students IEP, (2) the teachers practice to using social story for the autistic students to improve the student’s behavior based on the lesson plan through various methods, namely storytelling, drilling, giving project and task, playing, and feedback and (3) the teacher assesses the students behavior through process oriented assessment using observation, anecdote note, and portfolio. It can be concluded that the teacher of Australian Independent School Bali implements social story for behavior management of autistic students.
Baranek, L. K. (1996). The Effect of Rewards and Motivation on Student Achievement. (Thesis Masters Theses), Grand Valley State University.
Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers The Qualitative Report, 13, 16.
ElSaheli-Elhage, R., & Sawilowsky, S. (2016). Assessment practices for students with learning disabilities in Lebanese private schools: A national survey. article, journal cogent, 1-20.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2009). How to Design and Evaluate Research in Education S. Kiefer (Ed.)
Kurth, J., & Mastergeorge, A. M. (2009). Individual Education Plan Goals and Services for Adolescents With Autism: Impact of Age and Educational Setting. Special Education, 15. doi: 10.1177/0022466908329825
Ozdemir, s. (2010). Social stories: an intervention technique for children with Autism. Procedia Social and Behavioral Sciences, 5, 4.
Padmadewi, N. N., & Artini, L. P. (2017). Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia. International Journal of Instruction, 10, 18.
Saad, A., Chung, P., & Dawson, C. (2010). THE DEVELOPMENT OF LESSON PLANNING SYSTEM BASED ON CASE BASED REASONING (CBR) CONCEPT: THE METHODOLOGY.
Saad, M. A. E. (2016). The Effectivenees of Social Stories among Children and Adolescents with Autism Spectrum Disorders: Meta-Analysis. International Journal of Psycho-Educational Sciences, 5(2), 10.
Susila, I K. D. (2020). Utilization of Classcraft in Developing Positive Student Behavior. Journal of Education Technology. 4 (4).
Willis, C. (2006). Teaching Young Children With Autism Spectrum Disorder. Grypon House, Inc. PO BOX207,Beltsville, MD20704.