The Effect of Integration Activities for Reduction Repetitive Behaviors in Children with Autism
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Abstract
This study aims to determine the effectiveness of integrated activities to reduction repetitive behavior in children with autism. The participants were students, age ranged from 4 – 10 years old, who were clinically diagnosed as autism and enrolled at Special Education Center, Loei Province. Research was single subject design with AB design. The participants were selected by purposive sampling. Over the course of 13 weeks of the study, integrated activities were designed for individual program for reduction repetitive behaviors that were negative effect to learning. These behaviors include head butting, hand flapping, finger knocking, finger banding, body shaking and hand gesturing. The behaviors in academic class were video recorded for further analysis where the frequency of the behaviors can be recorded at 1st (A), 5th (B5), 9th (B9), and 13rd (B13) Week. Video recordings were individually replayed by 2 evaluators (inter-observer reliability = 98.3%), the main researcher and research assistant who are teaching special educators and counted number of repetitive behaviors. Data were consensused and analyzed by using descriptive analysis for general information and The Wilcoxon Signed- Rank Test for analysis median difference among number of repetitive behaviors at A1, B5, B9, and B13. The result revealed that integration activities significantly decreased repetitive behaviors for children with autism between the 1st (A) and 13rd (B13) week (Median difference = -32.5, 95% confidence interval = 24.09-38.78).
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