logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
7321 Parkway Drive South, Hanover, MD 21076, USA
Eurasian Society of Educational Research
Headquarters
7321 Parkway Drive South, Hanover, MD 21076, USA
autistic student cognitive abilities elementary school teacher language input

Teacher’s Language Input for Recognizing the Cognitive Abilities of Autistic Student in Classroom Interaction

Trisna Andarwulan , Abdul Syukur Ibrahim , Suparno , Martutik

Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism.

C

Cognitive is an essential developmental aspect for children. The cognitive barrier is one of the learning barriers experienced by children with autism. From educational perspective, teacher language input can appropriately develop cognitive abilities of autistic students. This study aims to describe (1) teacher’s language input for recognizing the cognitive abilities of autistic students in classroom interactions and (2) cognitive abilities of autistic students based on teacher language input in classroom interactions. The approach of the study was conducted qualitatively with case study, while source of data was oral texts from the teacher language input toward autistic students in classroom. The results shows that the cognitive abilities of autistic students can be recognized through teacher's language input in classroom learning by engaging interrogative speech acts, such as representative, directive, expressive, and commissive. The cognitive level is used to see the variants of the teacher's language input. Meanwhile, the acquisition of students' cognitive abilities based on teacher language’s input is developed through memorizing, understanding, applying, and analyzing skills with criteria student A and B in the medium category, and G in low category.

Keywords: Autistic student, cognitive abilities, elementary school, teacher language input.

cloud_download PDF
Cite
Article Metrics
Views
906
Download
969
Citations
Crossref
2

Scopus
0

References

Amalia, E. R., & Khoiriyati, S. (2018). Effective learning activities to improve early childhood cognitive development. Journal of Children Education/ Al-Athfal: Jurnal Pendidikan Anak, 4(1), 103–111. https://doi.org/10.14421/al-athfal.2018.41-07

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association. https://doi.org/10.1176/appi.books.9780890425596

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged ed.). Addison Wesley Longman, Inc.

Auticare. (2019, June 12). Jumlah anak autis terus meningkat [The number of autism children is increasing]. https://auticare.id/jumlah-anak-autis-terus-meningkat/#

Baio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., Kurzius-Spencer, M., Zahorodny, W., Rosenberg, C. R., White, T., Durkin, M. S., Imm, P., Nikolaou, L., Yeargin-Allsopp, M., Lee, L.-C., Harrington, R., Lopez, M., Fitzgerald, R. T., Hewitt, A., … Hall-Lande, J. (2018). Prevalence of autism spectrum disorder among children aged 8 years—Autism and developmental disabilities monitoring network, 11 Sites, United States, 2014 (Morbidity and Mortality Weekly Report). Surveillance Summaries, 67(6), 354–365. https://doi.org/10.15585/mmwr.ss6706A

Baird, G., & Norbury, C. F. (2016). Social (pragmatic) communication disorders and autism spectrum disorder. Archives of Disease in Childhood, 101(8), 745–751. https://doi.org/10.1136/archdischild-2014-306944

Ballerina, T. (2017). Meningkatkan rentang perhatian anak autis dalam pembelajaran pengenalan huruf [Increasing the attention span of children with autism to recognize learning letter]. INKLUSI: Journal of Disability Studies, 3(2), 245–266. https://doi.org/10.14421/ijds.030205

Bavin, E. L., Kidd, E., Prendergast, L., Baker, E., Dissanayake, C., & Prior, M. (2014). Severity of autism is related to children’s language processing: Severity of autism and language processing. Autism Research, 7(6), 687–694. https://doi.org/10.1002/aur.1410

Bertrand, J., Mars, A., Boyle, C., Bove, F., Yeargin-Allsopp, M., & Decoufle, P. (2001). Prevalence of autism in a United States population: The Brick Township, New Jersey, investigation. Pediatrics, 108(5), 1155–1161. https://doi.org/10.1542/peds.108.5.1155

Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An introduction to theory and methods. Allyn and Bacon, Inc.

Budiman. (2015). Data autisme di Indonesia [Autism data in Indonesia]. MPATI: People Care about Indonesian Autism. http://autismindonesia.org

Bujuri, D. A. (2018). Analisis perkembangan kognitif anak usia dasar dan implikasinya dalam kegiatan belajar mengajar [Analysis of cognitive development of primary age children and their implications in teaching and learning activities]. LITERASI: Journal of Education, 9(1), 37–50. https://doi.org/10.21927/literasi.2018.9(1).37-50

Caron, M. J., Mottron, L., Berthiaume, C., & Dawson, M. (2006). Cognitive mechanisms, specificity and neural underpinnings of visuospatial paeks in autism. Brain 129, 1789–1802

Centers for Disease Control and Prevention. (2020). Community report on autism. autism and developmental disabilities monitoring (ADDM) network. Centers for Disease Control and Prevention (CDC) United States Department of Health and Human Services. https://www.cdc.gov/ncbddd/autism/addm-community-report/documents/addm-community-report-2020-h.pdf

Chakrabarti, S., & Fombonne, E. (2005). Pervasive developmental disorders in preschool children: Confirmation of high prevalence. The American Journal of Psychiatry, 162(6), 1133–1141. https://doi.org/10.1176/appi.ajp.162.6.1133

Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T., & Baird, G. (2011). IQ in children with autism spectrum disorders: Data from the special needs and autism project (SNAP). Psychological Medicine, 41(3), 619–627. https://doi.org/10.1017/S0033291710000991

Chiang, C.-H., Soong, W.-T., Lin, T.-L., & Rogers, S. J. (2008). Nonverbal communication skills in young children with autism. Journal of Autism and Developmental Disorders, 38(10), 1898–1906. https://doi.org/10.1007/s10803-008-0586-2

Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students’ responses. International Journal of Science Education, 28(11), 1315–1346. https://doi.org/10.1080/09500690600621100

Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815–843. https://doi.org/10.1002/tea.20171

Christensen, D. L., Baio, J., Braun, K. V. N., Bilder, D., Charles, J., Constantino, J. N., Daniels, J., Durkin, M. S., Fitzgerald, R. T., Kurzius-Spencer, M., Lee, L.-C., Pettygrove, S., Robinson, C., Schulz, E., Wells, C., Wingate, M. S., Zahorodny, W., & Yeargin-Allsopp, M. (2016). Prevalence and characteristics of autism spectrum disorder among children aged 8 years—Autism and Developmental Disabilities Monitoring Network, 11 Sites, United States, 2012 (Morbidity and Mortality Weekly Report). Surveillance Summaries, 65(3), 1–23. https://doi.org/10.15585/mmwr.ss6503A

Cockerham, D., & Malaia, E. (2016). Neuroscience-based approaches to teaching students on the autism spectrum. Zeitschrift Für Psychologie, 224(4), 290–293. https://doi.org/10.1027/2151-2604/a000265

Crane, N., Zusho, A., Ding, Y., & Cancelli, A. (2017). Domain-specific metacognitive calibration in children with learning disabilities. Contemporary Educational Psychology, 50, 72–79. https://doi.org/10.1016/j.cedpsych.2016.09.006

Dawud. (1998). Pembelajaran berargumentasi tulis bahasa Indonesia [Learning to write argument in Bahasa] [Unpublished doctoral dissertation]. State University of Malang.

Diehl, J. J., Bennetto, L., & Young, E. C. (2006). Story recall and narrative coherence of high-functioning children with autism spectrum disorders. Journal of Abnormal Child Psychology, 34(1), 83–98. https://doi.org/10.1007/s10802-005-9003-x

Durrleman, S., & Delage, H. (2016). Autism spectrum disorder and specific language Impairment: Overlaps in syntactic profiles. Language Acquisition, 23(4), 361–386. https://doi.org/10.1080/10489223.2016.1179741

Eigsti, I.-M., Bennetto, L., & Dadlani, M. B. (2007). Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37(6), 1007–1023. https://doi.org/10.1007/s10803-006-0239-2

Gardenia, M., & Pratiwi, H. S. (2016). Sistem pakar deteksi autisme pada anak menggunakan metode Fuzzy Tsukamoto [The expert system for detecting autism in children uses Fuzzy Tsukamoto method]. Justin: Journal of Information Technology and Systems, 4(1), 1-6.

Ginsburg, H. P., Greenes, C., & Balfanz, R. (2003). Big math for little kids “program overview”. Pearson Learning Group.

Hallahan, D. (2015). Exceptional learners: An introduction to special education. Pearson.

Happé, F. G. E. (1994). An advanced test of theory of mind: Understanding of story characters’ thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24(2), 129–154. https://doi.org/10.1007/BF02172093

Happé, F. G. E. (1995). The role of age and verbal ability in the theory of mind task performance of subjects with autism. Child Development, 66(3), 843–855. https://doi.org/10.1111/j.1467-8624.1995.tb00909.x

Jakonen, T. (2019). The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism, 22(4), 428–444. https://doi.org/10.1080/13670050.2016.1267694

Kamio, Y., & Toichi, M. (2000). Dual access to semantics in autism: Is pictorial access superior to verbal access? Journal of Child Psychology and Psychiatry, 41(7), 859–867. https://doi.org/10.1111/1469-7610.00673

Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013). Assessing the minimally verbal school-aged child with autism spectrum disorder: Assessing minimally verbal ASD. Autism Research, 6(6), 479–493. https://doi.org/10.1002/aur.1334

Kasilingam, G., Ramalingam, M., & Chinnavan, E. (2014). Assessment of learning domains to improve student’s learning in higher education. Journal of Young Pharmacists, 6(1), 27–33. https://doi.org/10.5530/jyp.2014.1.5

Kazu, I. Y., & Is, A. (2018). An investigation about actualization levels of learning outcomes in early childhood curriculum. Journal of Education and Training Studies, 6(3), 66–77. https://doi.org/10.11114/jets.v6i3.2928

Khadijah. (2016). Pengembangan kognitif anak usia dini [The cognitive development of young children]. Perdana Publishing.

Khoirunnisyak, Akhyar, M., & Gunarhadi. (2017). The Development of sexual education learning model for autistic SMP level based on socio-sexual behavior method in SLB Autis Surakarta, Indonesia. European Journal of Special Education Research, 2(3), 55-67. https://doi.org/10.5281/ZENODO.321553

King, D., Dockrell, J. E., & Stuart, M. (2013). Event narratives in 11-14 year olds with autistic spectrum disorder: Event narratives in 11-14 year olds with ASD. International Journal of Language & Communication Disorders, 48(5), 522–533. https://doi.org/10.1111/1460-6984.12025

Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2–3), 287–308. https://doi.org/10.1080/01690960042000058

Kogan, M. D., Vladutiu, C. J., Schieve, L. A., Ghandour, R. M., Blumberg, S. J., Zablotsky, B., Perrin, J. M., Shattuck, P., Kuhlthau, K. A., Harwood, R. L., & Lu, M. C. (2018). The prevalence of parent-reported autism spectrum disorder among US children. Pediatrics, 142(6), e20174161. https://doi.org/10.1542/peds.2017-4161

Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip41042

Lincoln, A. J., Allen, M. H., & Kilman, A. (1995). The assessment and interpretation of intellectual abilities in people with autism. In Schopler, E., Mesibov, G. B. (Eds.), Learning and Cognition in Autism (pp. 89–117). Springer.

Long C., Gurka M. J., & Blackman J. (2011). Cognitive skills of young children with and without autism spectrum disorder using the BSID-III. Autism Research and Treatment, 2011, 1–7. https://doi.org/10.1155/2011/759289

Mayes, S. D., & Calhoun, S. L. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement test scores in children with autism. Journal of Autism Development Disorder, 33, 329–341. https://doi.org/10.1023/A:1024462719081

Miles, M. B., & Huberman. (2007). Analisis data kualitatif [Qualitative data analysis]. Universitas Indonesia Press.

Modyanova, N., Perovic, A., & Wexler, K. (2017). Grammar is differentially impaired in subgroups of autism spectrum disorders: Evidence from an investigation of tense marking and morphosyntax. Frontiers in Psychology, 8, 320. https://doi.org/10.3389/fpsyg.2017.00320

Noyes, J. M., Hellier, E., & Edworthy, J. (2006). Speech warnings: A review. Theoretical Issues in Ergonomics Science, 7(6), 551–571. https://doi.org/10.1080/14639220600731123

Owens, R. E. (2008). Language development: An introduction (7th ed.). Pearson Education Limited, Inc.

Peristeri, E., Andreou, M., & Tsimpli, I. M. (2017). Syntactic and story structure complexity in the narratives of high- and low-language ability children with autism spectrum disorder. Frontiers in Psychology, 8, 2027. https://doi.org/10.3389/fpsyg.2017.02027

Pierce, N. (2013). Digital game-based learning for early chilhood. Learnovate Centre.

Pirzadroozbahani, N., Ahmadi, S. A. Y., Hekmat, H., Roozbahani, G. A., & Shahsavar, F. (2018). Autism and KIR genes of the human genome: A brief meta-analysis. Egyptian Journal of Medical Human Genetics, 19(3), 159–164. https://doi.org/10.1016/j.ejmhg.2017.10.005

Rao, N., Sun, J., Wong, J. M. S., Weekes, B. P., Shaeffer, S., Young, M., Bray, M., Chan, E., & Lee, D. (2014). Early childhood development and cognitive development in developing countries: A rigorous literature review. Faculty of Education. University of Hong Kong.

Roberts, J. A., Rice, M. L., & Tager–Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics, 25(3), 429–448. https://doi.org/10.1017/S0142716404001201

Rutherford, M. D., & Rogers, S. J. (2003). Cognitive underpinnings of pretend play in autism. Journal of Autism Development Disorder, 33, 289–302. https://doi.org/10.1023/A:1024406601334

Shaffer, D. R., & Kipp, K. (2013). Developmental psychology: Children and adolescence. Cengage Learning.

Sigman, M., & McGovern, C. W. (2005). Improvement in cognitive and language skills from preschool to adolescence in autism. Journal of Autism and Developmental Disorders, 35(1), 15–23. https://doi.org/10.1007/s10803-004-1027-5

Sonmez, V. (2017). Association of cognitive, affective, psychomotor and intuitive domains in education, Sonmez model. Universal Journal of Educational Research, 5(3), 347-356. https://10.13189/ujer.2017.050307

Sudaryanto. (1993). Metode dan aneka teknik analisis bahasa (pengantar penelitian wahana kebudayaan secara linguistis) [Methods and various language analysis techniques (introduction to research on cultural vehicles in a linguistic manner]. Duta Wacana University Press.

Suteja, J. (2014). Bentuk dan metode terapi terhadap anak autisme akibat bentukan perilaku sosial [Forms and methods of therapy for children with autism due to the formation of social behavior]. EDUEKSOS: The Journal of Social and Economics Education/ Edueksos: Jurnal Pendidikan Sosial & Ekonomi, 3(1), 119-133.

Tager-Flusberg, H. (2004). Strategies for conducting research on language in autism. Journal of Autism and Developmental Disorders, 34(1), 75–80. https://doi.org/10.1023/B:JADD.0000018077.64617.5a

Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 303–314. https://doi.org/10.1098/rstb.2002.1198

Tager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism spectrum disorder: The neglected end of the spectrum: Minimally verbal children with ASD. Autism Research, 6(6), 468–478. https://doi.org/10.1002/aur.1329

Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., Rice, M., Stoel-Gammon, C., Wetherby, A., & Yoder, P. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 52(3), 643–652. https://doi.org/10.1044/1092-4388(2009/08-0136

Tarbox, J., Dixon, D., Sturmey, P., & Matson, J. L. (Eds.). (2014). Handbook of early intervention for autism spectrum disorders. Springer.

Tek, S., Mesite, L., Fein, D., & Naigles, L. (2014). Longitudinal analyses of expressive language development reveal two distinct language profiles among young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(1), 75–89. https://doi.org/10.1007/s10803-013-1853-4

Yahya, A., Kurniawan, A., & Samawi, A. (2015). Pengaruh terapi sensori integrasi terhadap kemampuan motorik kasar berjalan di atas garis siswa autis [The effect of integrated sensory therapy on gross motor skills of walking above the line of autistic students]. Ortopedagogia Journal, 1(4), 325-329.

Yesilyaprak, B. (2006). Egitim psikolojisi [Educational psychology]. Pegema.

Yuwono, J. (2013). Memahami anak autis: Kajian teori dan empirik [Understanding autistic children: Theory and empiric study]. Alfabeta.

Zablotsky, B., Black L. I., & Blumberg, S. J. (2017). Estimated prevalence of children with diagnosed developmental disabilities in the United States, 2014-2016. NCHS Data Brief, (291), 1-8

Zablotsky, B., Black, L. I., Maenner, M. J., Schieve, L. A., Danielson, M. L., Bitsko, R. H., Blumberg, S. J., Kogan, M. D., & Boyle, C. A. (2019). Prevalence and trends of developmental disabilities among children in the United States: 2009–2017. Pediatrics, 144(4), 1-11. https://doi.org/10.1542/peds.2019-0811

Ziatas, K., Durkin, K., & Pratt, C. (2003). Differences in assertive speech acts produced by children with autism, asperger syndrome, specific language impairment, and normal development. Development and Psychopathology, 15(1), 73–94. https://doi.org/10.1017/S0954579403000051

Zhdanko, A. (2019). Identification of cognitive manipulations that have the greatest impact on students in the Internet. International Journal of Cognitive Research in Science, Engineering and Education, 7(1), 35–42. https://doi.org/10.5937/ijcrsee1901035Z

...