Analysis of Social-Emotional Behavior in Students with Autism Spectrum Disorder, ADHD, and Anxiety in Inclusive Schools

Minsih Minsih; Imam Mujahid; Uslan Uslan; Nana Fauzana; Siti Marpuah; Helzi Helzi

doi:10.23917/ijolae.v7i3.8728

Authors

Minsih Minsih Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia
Imam Mujahid Faculty Ushuluddin and Da’wah, Universitas Islam Negeri Raden Mas Said
Indonesia
Uslan Uslan Faculty of Teacher Training and Education, Universitas Muhammadiyah Kupang
Indonesia
Nana Fauzana Faculty of Teacher Training and Education, Universitas Negeri Padang
Indonesia
Siti Marpuah Faculty of Education, Universiti Tun Hussein Onn Malaysia
Malaysia
Helzi Helzi Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta
Indonesia

DOI:

https://doi.org/10.23917/ijolae.v7i3.8728

Keywords:

autism spectrum disorder, emotional and behavioral disorders, moral and religious development, oppositional defiant disorder, physical-motor development, socio-emotional development

Abstract

This research aims to describe the characteristics of children with barriers to social-emotional behavioral in inclusive elementary school. This research uses a qualitative case study design which only examines the characteristics of three children with socio-emotional behavior disorders. The informants are class teachers, guardians of students (teacher Shadow) with Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and Withdrawal Anxiety Disorder, Parent and Student Regular. Data collection uses interviews, observations, and documentation studies. Data Validation uses Method triangulation dan resource triangulation. Data analysis techniques use content analysis techniques or thematic analysis to identify patterns and themes in interpretive data with reduction, display, and conclusion stages. The results of the study showed that student with ASD and ADHD and Anxiety Disorders have various characteristics that lead to obstacles in social emotional behavior in the form of: stereotypical movements, difficulty focusing, difficulty interacting socially, often rushing, difficulty communicating with people, like to talk to themselves and repeat sentences spoken by the other person, laugh easily and get angry easily for no reason, and dislike crowds. This is based on the results of the identification and assessment carried out by the school inclusion team on children with special needs which include: inclusion coordinators, guardians of students with special needs (teacher shadows), psychologists, occupational therapists, speech therapists and physiotherapists. The implications of this article can be used as a reference and reference in detecting and assessing social emotional behavioral disorders in the development of elementary school-age students.

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