PENERAPAN PROGRAM INTERVENSI DINI UNTUK MENINGKATKAN PERKEMBANGAN BAHASA ANAK USIA DINI DENGAN DOWN SYNDROME (Studi Kasus di Yayasan Sayap Ibu Banten) - Silmunazah, - (2022)
Anak Down syndrome mengalami keterlambatan kognitif yang dapat berdampak buruk pada kemampuan bahasanya. Intervensi dini diberikan bagi mereka yang mengalami hambatan dalam perkembangan. Yayasan Sayap Ibu Banten merupakan salah satu lembaga panti disabilitas yang mempunyai program intervensi dini khusus untuk meningkatkan perkembangan bahasa anak Down syndrome. Tujuan penelitian ini adalah mengetahui strategi penerapan intervensi dini untuk perkambangan bahasa bagi anak Down syndrome, dan gambaran peningkatan keterampilan bahasa anak Down syndrome, setelah penerapan program intervensi dini. Jenis penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Partisipan dalam penelitian ini sebanyak empat orang, yaitu terdiri dari satu manejer panti, satu pengasuh dan dua intervensionis, sedangkan subjek penelitian adalah anak dengan down syndrome usia 3 tahun. Teknik pengumpulan data dilakukan melalui wawancara semiterstruktur, observasi dan dokumentasi. Data dianalisis mengunakan metode Miles dan Huberman. Hasil penelitian menunjukan bahwa (1) Kondisi objektif perkembangan bahasa anak Down syndrome sebelum penerapan program intervensi dini pada aspek bahasa ekspresif yaitu anak hanya mampu mengucapkan enam kosa kata meskipun belum sempurna dan mengucapkan bentuk suara (mengoceh), sedangkan aspek ekspresif yaitu anak mampu memahami kalimat larangan, memahami satu perintah sederhana, dan anak menggelengkan kepalanya ketika merespon kata "tidak", (2) Strategi program intervensi dini di Yayasan Sayap Ibu Banten yaitu terapi oral motoric, menggunakan media kartu gambar, video animasi, pop up book dan benda konkret, 3) Peningkatan perkembangan bahasa anak setelah program intervensi dini mengalami Perubahan dari bahasa ekspresif yaitu kosa kata anak bertambah menjadi delapan kosa kata baru walaupun belum sempurna dan anak mampu mengucapkan satu keinginanya, sedangkan pada bahasa reseptif, anak dapat memehami beberapa perintah sederhana mengunaka intruksi verbal dan bantuan visual. Children with Down syndrome experience cognitive delays which can adversely affect their language skills. Early intervention is given to those who experience developmental delays. Yayasan Sayap Ibu Cabang Banten is one of the disability institutions that has a special early intervention program to improve the language development of children with down syndrome. The purpose of this study was to determine the strategy for implementing early intervention for language development for children with down syndrome, and an overview of improving the language skills of children with down syndrome, after the implementation of the early intervention program. This type of research is a qualitative approach and using the case study method. The participants in this study were three people, maneger of the orphanage, one caregiver and two interventionists, while the research subjects were children with Down syndrome aged 3 years. Data collection techniques were carried out through semi structured interviews, observation and documentation. The data were analyzed using the Miles and Huberman method. The results showed that (1) the objective condition of language development of children with Down syndrome before the implementation of early intervention programs in the expressive language aspect was that the child was only able to pronounce six vocabularies even though it was not perfect and pronounce the sound form (babbling), while the expressive aspect was that the child was able to understand sentences. prohibitions, understands one simple command, and the child shakes his head when responding to the word "no", (2) The strategy for the early intervention program at the Wings Ibu Banten Foundation is oral motor therapy, using picture cards, animated videos, pop up books and concrete objects, 3) The increase in children's language development after the early intervention program experienced a change from expressive language, namely the child's vocabulary increased to eight new vocabulary words, although not perfect and the child was able to say one wish, while in receptive language, the child could understand some simple commands using verbal instructions and visual aid.