Self Disclosure Pada Siswa Autism Spectrum Disorder (ASD) di SLB Harapan Bunda Surabaya

Ricelin Novinda, Mutiara Ramadhani (2029) Self Disclosure Pada Siswa Autism Spectrum Disorder (ASD) di SLB Harapan Bunda Surabaya. Undergraduate thesis, UPN Veteran Jawa Timur.

Preview

Text (Cover)
Cover.pdf
Download (1MB) | Preview

Preview

Text (Bab 1)
Bab I.pdf
Download (172kB) | Preview

Text (Bab 2)
Bab II.pdf
Restricted to Repository staff only until 25 May 2029.
Download (304kB)

Text (Bab 3)
Bab III.pdf
Restricted to Repository staff only until 25 May 2029.
Download (167kB)

Text (Bab 4)
Bab IV.pdf
Restricted to Repository staff only until 25 May 2029.
Download (335kB)

Preview

Text (Bab 5)
Bab V.pdf
Download (143kB) | Preview

Preview

Text (Daftar Pustaka)
Daftar Pustaka.pdf
Download (156kB) | Preview

Text (Lampiran)
Lampiran.pdf
Restricted to Repository staff only until 25 May 2029.
Download (488kB)

Abstract

Communication and social interaction abilities in students with Autism Spectrum Disorder (ASD) have different characteristics compared to children in general, especially in the process of self disclosure. Students with ASD often experience difficulties in expressing their feelings, experiences, and personal information to others, therefore requiring a supportive environment to help their communication skills develop optimally. One form of support implemented at SLB Harapan Bunda Surabaya is the one on one class learning system, in which one teacher assists one student intensively during the learning process. This study aims to determine how the self disclosure process occurs among ASD students in their interactions with accompanying teachers within the school environment. This study used a descriptive qualitative method with data collection techniques consisting of in depth interviews, observation, and literature study. The results showed that the self disclosure process of ASD students was still inconsistent and it is formed due to emotional conditions, feelings of comfort, and their interpersonal closeness. ASD students tended to be more open when interacting frequently with individuals who were able to create a safe and supportive atmosphere. The one on one class learning system helped increase communication intensity, allowing students to gradually become more accustomed to expressing themselves through both verbal and nonverbal communication. This study indicates that the self disclosure of ASD students develops through communication habituation, intensive interpersonal relationships, and support from the school environment.

Item Type:

Thesis (Undergraduate)

Contributors: