Application of DTT (Discrete Trail Training) Method in Improving the Eye Contact Ability of Autistic Children

Siti Jaleha; Mirnawati Mirnawati

Application of DTT (Discrete Trail Training) Method in Improving the Eye Contact Ability of Autistic Children

Siti Jaleha, Mirnawati Mirnawati

Abstract

Autistic children are children who have developmental disorders that affect several aspects which include communication, social interaction, sensory disorders, play patterns, behavior, linguistics, perception, cognitive, and emotional. Usually these autistic children are less interested in making social contact and lack of eye contact. Autistic children’s problems are still low in eye contact so that it has an impact on behavior and social at school, because of the lack of teacher knowledge about autistic children and teachers who handle children currently do not have an extraordinary teacher education background. For this reason, the application of DTT (Discrete Trail Training) Method is very suitable to increase eye contact ability to attract children’s attention. The purpose of this research was to determine the application of DTT (Discrete Trail Training) method in improving the eye contact ability of autistic children. This research used a quantitative approach with SSR method or known as Single Subject Research. The research design used was the A-B-A reversal design. The subjects in this research were autistic children in sixth grade at SLB Negeri Pelambuan Banjarmasin. Data collection used event recording system or direct observation and documentation, data analysis techniques include analysis in conditions and analysis between conditions using descriptive statistics. The results of the research show that the mean level in the Baseline (A1) phase is 4.8 seconds, in the intervention phase (B) is 6.6 seconds and in the Baseline (A2) phase is 7.6 seconds. Thus, it can be concluded that there is an increase in the ability of eye contact of autistic children in SLB Negeri Pelambuan Banjarmasin after DTT (Discrete Trail Training) Method is applied.

Keywords

DTT (discrete trail training) method; eye contact; autistic children

Full Text:

PDF

References

AL-Salahat, M. M. (2016). Effectiveness of Discrete Trial Teaching inDeveloping the Skill Rating Level of Students with Autism: Case Study. Journal of Research & Method in Education (IOSR-JRME), 6(2), 69-74.

Carbone, V. J., O’Brien, L., Sweeney-Kerwin, E. J., & Albert, K. M. (2013). Teaching Eye Contact to Children with Autism: A Conceptual Analysis and Single Case Study. Education and Treatment of Children, 36(2), 139–159. doi:10.1353/etc.2013.0013.

Cook, J. L., Rapp, J. T., Mann, K. R., McHugh, C., Burji, C., & Nuta, R. (2017). A Practitioner Model for Increasing Eye Contact in Children With Autism. Behavior Modification, 41(3), 382–404.

Downs, A., Downs, R.C., Fossum, M., and Rau,K. (2008). Effectiveness of Discrete Trial Teaching with Preschool Students with Developmental Disabilities. Education and Training in Developmental Disabilities, 43(4), 443– 453.

Fonger, A. M., & Malott, R. W. (2019). Using Shaping to Teach Eye Contact to Children with Autism Spectrum Disorder. Behavior analysis in practice, 12(1), 216-221.

Grindle, C. F., & Remington, B. (2005). Teaching children with autism when reward is delayed. The effects of two kinds of marking stimuli. Journal of Autism and Developmental Disorders, 35(6), 839-850.

Herliyanti, A. (2017). Teknik Token Economic Untuk Meningkatkan Kemampuan Kontak Mata Anak Autis. Jurnal Pendidikan Khusus, 9(1), 9-14.

Leaf, J. B., Leaf, R., McEachin, J., Taubman, M., Ala›i-Rosales, S., Ross, R. K. (2016). Applied Behavior Analysis is a Science and, Therefore, Progressive. Journal of Autism and Developmental Disorders, 46(2), 720–731.

Luciano, K. (2016). Autism spectrum disorder. Journal of the American Academy of Physician Assistants, 29(10), 14–15. doi:10.1097/01.jaa.0000496963.97119.

Madipakkam, A. R., Rothkirch, M., Dziobek, I., & Sterzer, P. (2017). Unconscious avoidance of eye contact in autism spectrum disorder. Scientific reports, 7(1), 13378. doi:10.1038/s41598-017-13945-5.

Memari, A. H., Panahi, N., Ranjbar, E., Moshayedi, P., Shafiei, M., Kordi, R., & Ziaee, V. (2015). Children with autism spectrum disorder and patterns of participation in daily physical and play activities. Neurology research international, 2015(1), 1-7.

Nation, K., & Penny, S. (2008). Sensitivity to eye gaze in autism: is it normal? Is it automatic? Is it social?. Development and psychopathology, 20(1), 79-97.

Ninci, J., Lang, R., Davenport, K., Lee, A., Garner, J., Moore, M., Boutot, A., Rispoli, M., & Lancioni, G. (2013). An analysis of the generalization and maintenance of eye contact taught during play. Developmental Neurorehabilitation, 16(5), 301–307.

Newsom, C. B. (1998). Autistic disorder. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (2nd ed., pp. 416-467). New York: Guilford.

Resmisari, R. (2016). Penerapan metode ABA (applied behavior analysis) untuk meningkatkan kontak mata pada anak dengan gangguan autis: Sebuah laporan kasus. In Psychology Forum UMM (pp. 374-378).

Rani, M. (2015). Pelatihan untuk Meningkatkan Responding Joint Attention dengan Menggunakan Discrete Trial Training (DTT) dan Pivotal Response Training (PRT) pada Severe Autism Usia 5 Tahun. Received from http://pustaka.unpad.ac.id/wp-content/uploads/2015/07/jurnal-penelitian-margareth-190420120042-pdf.pdf.

Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86–92.doi:10.1177/108835760101600204.

Smith, T., Buch, G.A., & Evslin, T. (2000). Effects of workshop training for children with pervasive developmental disorder. Research in Developmental Disabilities, 21, 297-309.

Senju, A., & Johnson, M. H. (2009). Atypical eye contact in autism: Models, mechanisms and development. Neuroscience & Biobehavioral Reviews, 33, 1204-1214.