The Use of CeSo to Improve Turn-Taking Skills among Students with Learning DisabilitiesReport as inadecuate




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This research was conducted to minimize the disruptive behavior among the students with learning disability in a special education classroom. Four samples consisting of students with Autism, ADHD, multiple disabilities, Autism-ADHD, and Slow Learner were chosen as research subjects. Selection of the samples was made based on the observation and document analysis. The research methodology is based on the action research model by Lewin 1946 and Laidlaw 1992. CeSo is an abbreviation from the phrase of ceritasosial which refers to social stories in English. The social stories used in this research is entitled Giliran Saya My turn. The implementation of social story was aided by prompts microphone and the elimination of prompts in the intervention. Participants of the study consisted of four students of the schools in the Klang Valley, Malaysia, comprising of students with learning disabilities Autism-ADHD, Autism, ADHD and Slow Learner, aged between 10 - 13 years old. Data were collected using field notes, time sampling record and an interview protocol. The data were analyzed quantitatively and qualitatively using percentage, descriptive and narrative forms. Based on the results, there were reductions in non-turn-taking behavior on all the research subjects. Subjects were able to adapt the turn-taking skills and in turn showed improvement in turn-taking skills. There was also a significant improvement in class control. Through the implementation of CeSo intervention, students were able to understand the situation they faced in a positive manner. This approach is a form of teaching innovations that can be used by teachers in inclusive education in controlling discipline during the process of teaching and learning.

KEYWORDS

Disruptive, Turn-Taking, Autism, ADHD, Slow Learner, Social Stories

Cite this paper

Surat, S. , Sadali, L. , Rahman, S. and Kummin, S. 2016 The Use of CeSo to Improve Turn-Taking Skills among Students with Learning Disabilities. Creative Education, 7, 319-324. doi: 10.4236-ce.2016.72032.





Author: Shahlan Surat1, Liana Sadali2, Saemah Rahman1, Saadiah Kummin3

Source: http://www.scirp.org/



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