TY  - THES
N1  - Ro?fah, M.A. Ph.D.,
ID  - digilib33594
UR  - https://digilib.uin-suka.ac.id/id/eprint/33594/
A1  - Husnuzziadatul Khairi, NIM. 16204030030
Y1  - 2018/10/05/
N2  - The social emotional development of children with Attention Deficit Hyperactivity
Disorder (ADHD) can be said to be quite low when compared to non-disabled
children. The low level of development requires better handling of schools,
especially by teachers. Teachers can provide treatment to ADHD children with the
help of psychologists and therapists. There are also schools that provide care through
teachers as classroom teachers and concurrently as psychologists and therapists to
help improve children's social emotional development.
This study aims to describe and compare the efforts made by the teacher to improve
the Development of Social Emotional Child Attention Deficit Hyperactivity
Disorder (ADHD) at the Pedagogical Laboratories UNY Kindergarten and Pelangi
Anak Negeri Yogyakarta State Kindergarten. The type of research used by
researchers in this study is descriptive-comparative. Meanwhile, the source of data
from this study is primary data. Primary data sources are teachers, therapists, and
psychologists. Data collection techniques with interviews, and documentation, while
data analysis techniques are carried out through three stages, namely reduction,
display, and verification.
The results of this study indicate that first, the teacher's efforts to improve the social
emotional development of ADHD children, namely the Pedagogical Laboratory of
UNY Kindergarten through three stages, namely observation, intervention and
assessment. While the efforts of teachers in Pelangi Anak Negeri Yogyakarta
Islamic Kindergarten are quite complex ranging from observing children,
interviewing parents, providing child diagnoses and interventions, and evaluating.
Second, the equality of teachers' efforts in improving the social emotional
development of ADHD children in the two locations of this study were both using
interventions in the form of ecstasy, eye contact, stimulation, habituation and play.
While the differences are, in the Pedagogical Laboratory of UNY Kindergarten
teachers use interventions in the form of time out, initial agreement, stimulation, and
behavioral approach and assistance from therapists with instructions from
psychologists. Unlike the case with the Pelangi Anak Negeri Yogyakarta
Kindergarten which uses interventions in the form of satiation, physical contact and
occupational and speech therapy. Because in this kindergarten does not use
psiocologists and therapists, the teacher here also serves as a psychologist and
therapist.
PB  - UIN SUNAN KALIJAGA YOGYAKARTA
KW  - Teachers Effort
KW  -  Social Emotional development
KW  -  ADHD.
M1  - masters
TI  - UPAYA GURU DALAM MENINGKATKAN PERKEMBANGAN SOSIAL EMOSIONAL
ANAK ATTENTION DEFICIT HIPERACTIVITY DISORDER (ADHD) DI PAUD
INKLUSI YOGYAKARTA
AV  - restricted
EP  - 254
ER  -