Arnolda Lepang Makin - 406192038
Arnolda Lepang Makin - 406192038
Sumber :
1. Azwar. Deteksi dini gangguan pendenagaran pada anak. Jurnal Kedokteran : April
2013
2. https://www.asha.org/public/hearing/Auditory-Brainstem-Response/
3. Rundjan L, dkk. Skrining gangguan pendengaran pada neonates risiko tinggi. Sari
Pediatri Vol 6 No. 4 : Maret 2005
4. https://www.asha.org/public/hearing/Otoacoustic-Emissions/
5. Wayna WJ. Aghdasi F. The importance of pre-analysis windowing on auditory
brainstem response fast Fourier transform analysis. Research Gate: February 2001
Tersedia pada :
https://www.researchgate.net/publication/12005336_The_importance_of_pre-
analysis_windowing_on_auditory_brainstem_response_fast_Fourier_transform_analy
sis
6. https://www.medicalexpo.com/prod/maico-diagnostic/product-69174-421507.html
Visual Ideas
Limit the amount of visual material hanging from ceiling or walls.
Store manipulatives inside containers.
Organize and label all material to identify where they belong.
Put pictures on containers for students with poor visual memory.
Use picture templates of where items belong in places (i.e. desk,
room).
Tape a number or letter line onto student’s desk.
Provide primary lined paper or graph paper to help with spacing.
Keep amount of visual information on worksheet to a minimum.
Use a lamp instead of overhead fluorescent lighting.
Use a touch screen instead of computer mouse.
Use computer software to organize material.
Allow student to sit with back to teacher (i.e. look at a solid wall).
Have student write notes and use a peer’s note as well.
Auditory Ideas
Minimize verbal directions.
Use ear plugs or head phones.
Allow time for student to listen to favorite music (i.e. classical,
Dixie).
Use more visuals with pictures or words.
Use social stories about what might happen or sounds that can be
heard in the room.
Desensitize a student to an area by slowly integrating him or her on
numerous visits.
Tactile Ideas
When a student says a touch "hurts" or pulls away, acknowledge their
pain and stop touching.
Experiment with types of clothing that are comfortable (i.e. terry
cloth, all cotton, several times washed, no labels).
Provide easy access to small hand fidgets (i.e. squishy, soft, textured,
soft).
Allow student to sit in a bean bag chair.
Refer to occupational therapist for further ideas (i.e. weighted vest,
utensils, "brushing").
Proprioceptive Ideas
Engage student in up and down movements (i.e. jumping rope,
bouncing a ball, trampoline) to wake up student.
Back and forth movements (i.e. swinging, sitting in rocking chair)
may help calm student.
Use stress balls, theraputty and fidget toys.
Allow chewing on crunchy, chewy items (i.e. bubble gum in freezer,
licorice sticks, pretzels, carrots).
Designate an area in the room to stomp feet or pace.
Never take physical education or recess away from a student (i.e.
need deep pressure activities like running, jogging).
Vestibular Ideas
Create heavy work activities (e.g. take down chairs in computer lab,
take garbage out at lunch, take a pile of encyclopedia to library).
Slowly move from extreme positions (i.e. sitting on floor to
standing).
Slow down our own movements.
Use bands across front legs of desk.
Have student sit on wiggle cushion or ball.
Allow frequent breaks throughout the day.
Have student jump on trampoline.
Use sticker or stamps to identify left/right.
Play games using repetitive alternating and rhythmic movement.
Reinforce dominant hand use.
Play on merry go round, ride roller coasters, hang upside down, play
team sports, swim, twist chains of a swing and untwisting, go
sledding, slide down water slides.
Sumber :
1. Elina Waiman, dkk. Sensori integrasi: dasar dan efektivitas terapi. Agustus 2011 tersedia
pada
https://www.researchgate.net/publication/312175761_Sensori_Integrasi_Dasar_dan_Efek
tivitas_Terapi
2. https://www.autism.org/sensory-integration/
3. https://childmind.org/article/treating-sensory-processing-issues/
4. https://www.healthychildren.org/English/health-issues/conditions/developmental-
disabilities/Pages/Sensory-Integration-Therapy.aspx
5. Davis, K., Dubie, M., (2004). Sensory integration: Tips to consider. Reporter, 9, (3), 3-8.
https://www.iidc.indiana.edu/irca/articles/sensory-integration-tips-to-consider.html
3. Intellectual Disabilty ?
Disabiltas intelektual (sebelumnya disebut "keterbelakangan mental") telah
didefinisikan oleh defisit kognitif yang signifikan - yang telah ditetapkan melalui
ukuran kecerdasan standar, khususnya, dengan skor IQ di bawah 70 (dua standar
deviasi di bawah rata-rata 100) dalam populasi) —dan juga oleh defisit yang
signifikan dalam keterampilan fungsional dan adaptif. Keterampilan adaptif
melibatkan kemampuan untuk melakukan kegiatan kehidupan sehari-hari yang
sesuai dengan usia; seperti mampu berkomunikasi secara efektif, berinteraksi
dengan orang lain, dan menjaga diri sendiri.
Fungsi intelektual. Juga dikenal sebagai IQ, ini mengacu pada kemampuan
seseorang untuk belajar, bernalar, membuat keputusan, dan menyelesaikan
masalah.
Perilaku adaptif. Ini adalah keterampilan yang diperlukan untuk kehidupan
sehari-hari, IQ (intelligence quotient) diukur dengan tes IQ. IQ rata-rata adalah
100, dengan sebagian besar orang memiliki skor antara 85 dan 115. Seseorang
dianggap cacat secara intelektual jika ia memiliki IQ kurang dari 70 hingga 75.
Menurut DSM V : disabilitas intelektual merupakan salah satu gangguan
neurodevelopmental dengan kriteria diagnostic
1. Deficits in intellectual functioning—“reasoning, problem solving, planning, abstract
thinking, judgment, academic learning, and learning from experience”—confirmed by
clinical evaluation and individualized standard IQ testing (APA, 2013, p. 33);
4. Deficits in adaptive functioning that significantly hamper conforming to developmental
and sociocultural standards for the individual's independence and ability to meet their
social responsibility; without on going support, the adaptive deficit limit function in
one or more activities of daily life, such as communication, social participation, and
independent living, across multiple environment, such as home, school, work, and
community; and
2. The onset of these deficits during childhood.
Classifications of Intellectual Disability Severity
SSI Listings
Criteria (The
SSI listings do
AAIDD not specify
Criteria severity levels,
DSM-IV (severity but indicate
Approximate Criteria DSM-5 Criteria classified on different
Percent (severity (severity the basis of standards for
Distribution of levels were classified on the intensity of meeting or
Severity Cases by based only on basis of daily support equaling listing
Category Severity IQ categories) skills) needed) level severity.)
Sumber :
1. Clinical Characteristics of Intellectual Disabilities. NCBI. Oct 2015 tersedia pada
https://www.ncbi.nlm.nih.gov/books/NBK332877/
2. https://www.webmd.com/parenting/baby/intellectual-disability-mental-
retardation#1
3. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of.
Mental Disorder Edition (DSM-V)
4. APA. (2000). DSM V-TR (Diagnostic and Statistical Manual of Mental
Disorders. IV Text Revision). Washington, DC: American Psychiantric
Association
5. AAIDD (American Association on Intellectual Developmental
Disabilities). Intellectual disability: Definition, classification, and systems of
supports. Washington, DC: AAIDD; 2010.
https://www.ncbi.nlm.nih.gov/pubmed/20973700