DOMINO GAME

Perception, visual, 4-5 years

Goal : To play dominoes with another person

Objective : To match sets and take turns

Materials : Set of dominoes set of index cards with domino pattern drawn on
them (life of each other set)

Procedure : Lay out the index cards, one of each set, in a row on the table.
Give Jack one card at the time to place on the correct pile (two on
the two, three on three, etc). Do not ask him to count the set. You
want him to recognize each set visually. When he can do this
accurately. Show him that each index cards is like one half of the
domino. Practice matching a domino half to an index card pattern.
when Jack can see different sets on the domino, its time to set to a
take turns game with his sister and you. Place about six dominoes
face up on a tray. Pass this tray to each person in turn. The player
can pick up any domino from the tray that can be added to the train
of dominoes on the table. If there is no match, then let the player
pick one from the extra pile on the box. Do not play for
competition or for counting point. This is just for matching sets and
learning to take turns.

A B

Matching cards to cards (A) and cards to dominoes (B)

 COPYING A DESIGN SEQUENCE

Perception,Visual, 4-5 Years

Fine Motor, manipulation, 4-5 years

Cognitive Verbal, vocabulary, 3-4 years

Goal : to recognize a sequence and copy it

Objective : to copy a sequence of paper forms, working from left to right

Materials : colored paper cut into shapes ( 1-inch black wheels rectangles and
squeares. To of echt size) plain white paper with lines drawn on it,
paste

Procedure : show Bob the paper, pointing to the stoplight on the left side. Say
look, I will make a fine of cars waiting at the stoplight. Assemble
the squeares and wheels to form a line of three cars. Ask Bob to
repeat after you. first the big red car. Then the blue car, and last
the long green one. Now tell him to make another line below, just
like the one you made. After he has assembled the paper pieces
correctly, have him paste the cars onto the paper. Another day use
a different theme. But still a sequence of three objects (candy
suckers on a store counter. Big/medium/little boxes in line under a
christmas tree. Etc). be sure Bob always work from left to right.
Once you feel he really anderstands the sequence. Then go on the
have him copy sequence of shapes of colors that are not
representative of concrete things.

Paper design made with cutouts

 SIGHT READING

Conception, Visual, 5-6 years

Cognitive Verbal, vocabulary, 2-3 years

Goals : To read 5-10 years words by sight

Objective : To match written word to object and say the word

Materials : Index card, tape, printed words (table, door, light, TV)

Procedure : Print the words in lowercase letters on the cards. Make five of
each words. First teach Jan to sort the words to be sure she can see
they are the same (see figure 2.8). now tape one card to the object
it matches (tape one card saying table on the table, door on the
door, and so on). Seat Jan in the chair, hold up one card, and ask
what does this say? if she does not know, tell her. And then have
her match it to the card on the real object. As she matches it
reassure her. yes this says table. Then have he repeat the word.
Continiue with this game each day, giving help as soon as she
hesitates. When you see she can remember the words, test her by
removing the card tape to the object and see if she can still read the
cards and point to or label the object.

If Jan can remember these words for as long as a week without

needing the cards taped up. Then try to teach a few more. Teach
her words that will be useful later when you want to give her a
written direction such as turn off lights or dirty clothes here.

Word matching and comprehension

 PERCEIVING NUMBER OF SOUNDS

Perception, auditory, 3-4 years

Imitation, motor, 4-5 years

Fine motor, manipulation, 1-2 years

Goal : to improve auditory perception and encourage closer listening

Objective : to perceive a number of distinct sound and to imitate that number

of sound in return

Materials : Name

Procedure : sit across the table from Timmy. Say Timmy. And immediately
bang on the table twice with your knuckles. Pause slightly between
each knock so that the number of sound is distinct. Say You do
it, and guide has hand to bang twice on the tabletop. Do not let
him bang more than twice. Pause him and reward him
immediately. Repeat the procedure, but this time bang three times.
Again, help him to bang three times and then reward him. Finally,
bang only once and then help him to do likewise. The fourth time,
bang twice again, but do not control his hand. If he tries to bang
more or less than twice, say No, bang twice yourself, and then
help him to bang only twice. Repeat the procedure until he can
consistetly, copy the number of times you bang. When Timmy
becomes accustomed to the task, bang on the bottom of the table so
that he can only hear now many times he should knock. If he seems
confused, point to your ear and knock, and then touch his ear and
knock again.
 GROSS MOTOR

Movement of gross motor skills is in important every childs learning program.

Although gross motor abilities of autistic and development bordered children
often develop normally, necessary to teach rew skillls with the same confused in
other function areas. The energy, grad agility of an autistic child may be far
proceed than his or her judgmenr or understand verbal and social restraints. By
keeping gross motor development program within proceed framework of the
overall individualized of program, enjoyable gross motor activities to assist in the
development of the childs and his or her body and its relation to the in the
establishment of approriate sohavioral limits, and in the development of post
every other function area. The hyperbited by some autistic children can also
actively managed within structured gross program.

The numbers of scholl systems now employ recreational the therapists to provide
special curricula for gross motor development. We have found, however, that is
important for parents and teachers to teach these activities themselves and to use
gross motor specialists only for consultation on the activities within the structured
program. Teachers and parents are in the best position to integrate such teaching
activities into the childs classroom and home teaching activities, as the have
primary responsibility for doing so.

The most common gross motor problems exhibited by autistic children are:

1. Lack of energy and muscle strength

2. Poor control of balance
3. Clumsiness in maneuvering around obstacles
4. Poor control of speed and strength
5. Difficulty in organizing the whole body into one integrated gross motor
action

The following examples of individualized gross motor programs focus primarily

on the problems within the overall teaching framework. The age range for these
activities covers the first 6 years of lite because that is when gross motor
development procceds most rapidly.
 REACHING FOR AN OBJECT

Gross motor, arm, 0-1 year

Fine motor, grasping, 0-1 year

Goal : to improve Tommys ability to attend to his needs without

assistance

Objective : to reach for and grasp objects above eye level

Materials : string, small stuffed animal or other toy

Procedure : hang a small colorful toy from the top of a door or a light fixture.
Make sure the subject is hanging at a height that Tommy can
easlly reach by stretching. Tell him to touch the toy. Reward him
every time he reaches over his head to touch the hanging object.

When Tommy has learned to reach over his head, place a small
stuffed animal on the edge of the countertop. Make sure he can see
the animal and say Tommy, get the toy. When he reaches to get
the object, praise him and let him play with for a few minutes.

Repeat the procedure many times, but remember that after this
activitt, nothing on countertops or on tops of tables will be safe.
Make sure that all heavy or breakable objects, as well as all
dangerous objects and substances, are kept well out of reach.
 CATCH

Gross motor, arm, 1-2 years

Social, individual interaction, 1-2 years

Cognitive performance, receptive language, 1-2 years (optional)

Goal : to develop arm motor skill and approriate social interaction

Objective : to play catch with another person

Materials : medium-sized, soft rubber or plastic ball

Procedure : have Mark stand facing you about 1 foot away. Hold his hand out
in front of him, palms upward and give him the ball. Then hold out
your hands in the same way. Say Mark, give ball or gesture for
him to hand you the ball. If he doesnot respond, repeat the words
or gestures and have the ball from him. Praise him immediately,
even if you had to take the ball. Repeat the procedure until Mark
learns to have the ball.

More another hand away from Mark and gently less the ball to him
underhanded. Do not be concerned at first about his catching the
ball. Simply retrieve the ball and return to the same position with
him holding the ball. Say give ball or gesture for him to loss you
the ball, if the arms confused by the added distance, pantomime the
action of lossing the ball. Continue lossing the ball to him, even if
he can only hand it back, until he learns to loss the ball to you.

Praise him for lossing the ball properly. If he catches the ball, be
extra generous with your praise to let him know that he has
accomplished something special.
 PAT-A-CAKE

Fine motor. Arms,0-1 year

Goals : To increase bilateral coordinated movements.

Objective : to clap hands at the medicine

Materials : none

Procedure : seat suzy on your lap facing you. Clap your hands slowly as you
sing a simple tune and say in rhythm pat-a-cake, pat-a-cake, suzy
sue. Then gently tickle her so that she will enjoy it. Now hold her
hands and repeat the song as you help her to clap her hands. Repeat
the tickle. As she gets used to the game. Gradually reduce your
help by holding her wrists then her lower arms very lightly. And
finally by just touching her hands to indicate that she should start
the clapping.
 SITTNG UP WITHOUT ASSISTENCE

Fine motor, body, 0-1 year

Goals : To attain a sitting position without help

Objective : to roll sideways and push upright with arms

Materials : none

Procedure : whenever you are going to play with Jimmy or move him to
another place in the house, practice the sitting up routine with him
instead of simply picking him up. As he lies on his back. Place his
right arm at his side. Then grasp his left arm above the elbow and
gently lift up and sideways so that his weigh is on his right elbow
and hand. As you continue to pull upward. Help Jimmy lfit his
right elbow so that he will be pushing himself upward with his
right hand flat on the floor. As he gets used himself up without
your assitence. Finally, simple reach out for his left hand to help
him maintain balance as he completes the movement. If you do this
routine every time you pick Jimmy up, he will learn the routine for
himself and begin to anticipate the movements.
BAGIAN ILMU KEDOKTERAN JIWA PENGGANTI JURNAL
FAKULTAS KEDOKTERAN JANUARI 2017
UNIVERSITAS HALU OELO

KEGIATAN MENGAJAR UNTUK ANAK AUTIS

(Halaman 54-62)
(Penulis dan Editor oleh Eric Schopler, Margaret Lansing, Leslie Waters)

Oleh:
Ikwan Asrin Ali Mansyur, S.Ked
K1A1 09 048

Pembimbing:
dr. Junuda RAF, M.Kes., Sp.KJ

KEDOKTERAN KLINIK ILMU KEDOKTERAN JIWA

FAKULTAS KEDOKTERAN UNIVERSITAS HALU OLEO
RSJ PROVINSI SULAWESI TENGGARA
KENDARI
2017