DEPARTMENT OF PSYCHIATRY JOURNAL SUBSTITUSION

MEDICAL FACULTY DECEMBER 2016

UNIVERSITY OF HALU OLEO

TEACHING ACTIVITIES FOR AUTISTIC CHILDREN

(Page 1-6)
(Compiled and edited by Eric Schopler, Margaret Lansing, Leslie Waters)

BY:

ADE CITRA ASHARI, S.Ked

K1A1 12 034

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

DR. SOEPARTO HARDJOHUSODO PSYCHIATRIC HOSPITAL

MEDICAL FACULTY UNIVERSITY OF HALU OLEO
SOUTHEAST SULAWESI
KENDARI
2016
TEACHING ACTIVITIES FOR AUSTISTIC CHILDREN
1. BANGING IN IMITATION
Imitation, motor, 0-1 year
Fine Motor, grasping, 0-1 year
Perception, visual, 0-1
Goal : To learn to imitate the use of materials
Objective : To imitate a pattern of banging with a spoon
Materials : Two spoons, pot
Procedure : Seat Billy at the table and get his attention by waving the
spoon across his field of vision. Then bang on the table with
the spoon in a rhythmic pattern. With your other hand, put
the second spoon in Billy's hand and reinforce his grasp. Start
his hand banging the spoon against the table in the same
pattern that your other hand still banging. Gradually reduce
your control of his hand to see if he will continue banging
without your assistance, When he can bang on the table
without assistance, shift from banging on the table to
banging on the pot. See if Billy shifts with you, If he does
not, shift his hand to the pot and continue your own banging.
Get him started again if necessary. After a minute, shift back
to the table and repeat the to get him to shift with you.
Continue the activity until he can imitate the pattern of
shifting back and forth between the table and the pot without
your having to move his hand each time.

2. BEGINNING VOCAL IMITATION

Imitation, vocal, 0-1 year
 Cognitive Verbal, vocalization, 0-1 year
Goal : To develop vocal imitation.
Objective : To imitate a series of single-syllable sounds
Materials : None
Procedure : Whenever Cathy spontaneously makes a sound, Immediately
imitate the sound she has just made and see if she will
respond to you making the same sound again. Try to get a
"conversation” going with her by taking turns repeating
sounds to each other. Whenever she does repeat the sound
you have made. give her a hug to let her know that you are
pleased when she imitates you. From time to time repeat
various sounds she has made in the past and see if she will
repeat them again In imitation of you. If she does imitate a
sound you make. repeat the same sound a few times to see if
she will continue imitating in an interactive fashion. When
she begins to show interest in imitating sounds, get her
started imitating one sound. then switch to another simple
sound to see if she will follow you

3. IMITATIVE ARM MOVEMENTS

Imitation, motor, 1-2 years
Cognitive performance, receptive language, 2-3 years
Gross motor, arms, 1-2 years
Goal : To improve motor imitation, body awareness, and
understanding of “up”, “out”, “down”
Objective : To imitate simple arm movements without assistance

Materials : None
Procedure : Stand opposite Ricky with him facing you, and say "Look,
ricky”, put your arms over your head and say “Arms up." If
he does not respond move his arms above his head, hold
 them a minute and repeat “ Arms up." Hold your arms above
your head while he does the same Arms. Repeat “Arms up”
put your arms down at your sides and say "Arms down” If
necessary, help him to down again, repeat “Arms down”, as
you both hold your arms at your side. Then put your arms
straight out from your sides, saying "Arm out." Try to get
him to imitate you without assistance. As he becomes more
skilled at the task. oocasionally move your arms without
giving the verbal command or give just the verbal command
without moving your arms. See if he starts to anticipate the
action or command.

4. TOUCHING BODY PARTS IN IMITATION

Imitation, motor, 1-2 years
Perception, visual, 0-1 year
Eye-Hand Integration, control, 0-1 year
Goal : To learn to watch a person and imitate their actions,
Objective : To touch three body parts in imitation
Materials : None
Procedure : Sit across the table from Susan and do whatever is necessary
to gain her attention. As soon as she looks at you, say
"Susan, touch nose," and touch your own nose with your
index finger. If she does not respon take her index finger
with your other hand, touch it to her nose while you say
"Susan, touch nose," and continue touching your own nose.
Reinforce her immediately (for example, smile, praise her,
or give an edible reward), even if you had to help her.
Repeat the procedure until she can respond consistently
without assistance. Remember each time to make sure she is
looking at you while you touch your nose and say "Susan
touch nose." Reward her whenever she makes an appropriate
 response. After she is able to touch her nose at least 90%. of
the time in response to your action and verbal command, add
other body parts one at a time in the following order: hair,
mouth, eye, ear. After teaching a second body part. wait
until she can respond appropriately 90% of the time to both
parts before adding a third

5. CLAPPING HANDS IN IMITATION

Imitation, motor, 1-2 years
Goal : To develop imitation of the teacher's movements
Objective : To clap hands in imitation of the teacher’s
Materials : None
Procedure : Sit across the table from Bobby, say "Look, Bobby." and
clap your hands slowly. Then take his hands, clap them for
him, and reward him immediately. Clap your hands again
and repeat the procedure. Make sure he is looking at you
when you clap your hands. Clap hands and gesture for him to
do it. If he makes any attempt to imitate, help him to
complete the action and reward him immediately. If he is
does not understand what Is expected of him. continue
guiding his hands through the motion. rewarding him each
time after a slightly longer wait. Gradually try to reduce your
assistance so that he learns that he must clap his hands in
order to get another reward.

6. IMITATING THE USE OF NOISEMAKERS

Imitation, motor, 1-2 years
Fine Motor, manipulation, 1-2 years
Goal : To improve attention to the use of materials
Objective : To imitate appropriately the use of three different
noisemakers
Materials : Two squeeze toys, two bells, two wistles, a medium-sized
box.
Procedure : Sit across the table from Steve with the noisemakers off to
one side. Take the first set of noisemakers. place one in front
of Steve and keep one for yourself (see Figure 1). Say "Look,
Steve” make sure he is looking at you and make the
appropriate motion with the noisemaker (for example.
squeeze the squeeze toy or blow the whistle). Continue using
your noisemaker and with your other hand, help him to make
the same motion. Then repeat the action with your
noisemaker and say "You do it.” If he tries to imitate your
action, reward him immediately and put both noisemakers in
the “finished" box. Repeat the procedure with the other two
noisemakers. If he tries to use one of the noisemakers
inappropriately (for example. shaking the squeeze toy), stop
him and demonstrate the proper use. If necessary, help him
make the correct action, but gradually try to windraw your
assistance as he learns to watch your actions and imitates
them by himself.
 Figure 1. imitation of noisemakers-bell, whistle, squeeze toy.

7. IMITATING SOUND OF OBJECTS

Imitation, vocal, 1-2years
Imitation, motor, 1-2 years
Cognitive verbal, vocalizatlon, 1-2 years
Goal : Improve articulation and increase attention to mouth
movements.
Objective : To imitate successfully the sound associated with three
common toys or household object
Materials : Three common toys or household items with distinctive
sounds (for example, Clock, bell, toy, car)
Procedure : Pince the three objects on one side on the table where Robbio
can see exactly how many parts there are in the task. Take
one of the objects and make the sound commonly associated
with it. If the object also has a distinctive action combine the
sound and the movement. Make sure robbio is watching you
and repeat the sound Then give him the object and touch his
lips to ……… also make sound. Do not be concerned if he
does not copy the sound exactly. After he has imitated the
sound associated with the first object, set that item on the
otherside of the table and repeat the procedure with a second
object. Continue the activity until all three objects have been
used.
Example of object associated with simple sounds
a. Clock---“tick-tock”
b. Bell---“ding-ding”
c. Toy car---“beep-beep”
d. Toy train---“choo choo”