Penerapan Social Story dengan Positive Reinforcement untuk Meningkatkan Ketrampilan Sosial Siswa TK

Aprianti, Melani and Sahrani, Riana and Basaria, Debora (2016) Penerapan Social Story dengan Positive Reinforcement untuk Meningkatkan Ketrampilan Sosial Siswa TK. Karya Ilmiah Dosen. pp. 252-262. ISSN 978-602-74273-4-1

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Abstract

Social skill is one of the key skills that kindergarten student needs to promote school readiness. Having social skill will optimize the student's opportunities to get involved in learning and to manage the challenge that they meet at school. Past researchers reported that social story has been found effective to help children with special needs increase their social skill but there are still limited research in examining the effectiveness of social story in increasing normally developing children's social skill. The purpose of this study was to evaluate the role of social story with positive reinforcement in increasing the social skills of kindergarten student. Social story with positive reinforcement is the reading of a story that is specifically made to help a child to handle specific social situation that the child encounter, with giving positive reinforcement aimed to increase the targeted behavior. This study used a single case design method with one respondent chosen by purposive sampling technique based on criteria given. The pre-test and post-test evaluation of social skills are using Social Skill Improvement System-Rating Scale by Gresham and Elliot (2008). The evaluation of this study is also done by observing the frequency of targeted behavior before, during, and after the intervention. The observation is done by event recording technique. The implementation of Social Story with positive reinforcement's effectiveness is marked by the increasing post-test scores of Social Skill Improvement System-Rating Scale in the targetted behaviors based on the participant condition and pre-test scores. In details, the increasing scores are from the targeted behavior on the engagement subscales from 44 to 62 or 18 points increments, on the communication subscales from 54 to 77 or 23 points increments and on assertiveness subscales from 22 to 59 or 37 points increment. The effectiveness of the intervention is also can be seen from the increasing frequency of targeted behaviors based on the observation of the frequency of targeted behavior before, during, and after the intervention. The increasing behavior frequency in communication subscales is 66,7%, in enggagement subscales is 72%, and in assertiveness subscales is 81%.

Item Type: Article
Subjects: Karya Ilmiah Dosen > Fakultas Psikologi
Divisions: Fakultas Psikologi > Psikologi
Depositing User: Puskom untar untar
Date Deposited: 12 Apr 2017 01:55
Last Modified: 24 Jul 2017 03:42
URI: http://repository.untar.ac.id/id/eprint/388

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