KnE Social Sciences

Published date: Mar 27 2025

Journal Title: KnE Social Sciences

Issue title: The 3rd International Conference of Applied Psychology on Humanity (ICAP-H)

Pages: 245 - 256

DOI: 10.18502/kss.v10i7.18331

Siti Suminarti FasikhahPsychology Faculty, Muhammadiyah University of Malang, Indonesia

Saidah Yustikasaidahyustika8813@gmail.comPsychology Faculty, Muhammadiyah University of Malang, Indonesia

ASD is characterized by challenges in social communication and interaction and repetitive behaviours that can significantly impact one’s daily functions. Fine motor skill deficits are common in children with ASD, so appropriate intervention is needed. This study aims to examine the effectiveness of positive reinforcement in improving fine motor skills in children with Autism Spectrum Disorder (ASD). The study respondent was a 9-year-old boy diagnosed with moderate ASD who had difficulty pressing toothpaste and opening food wrappers independently. The research was conducted using a single-subject experimental method (AB), and positive reinforcement was used to encourage the desired behaviour. Reinforcement, such as praise and high fives, is given immediately after the desired behaviour is demonstrated. The study involved direct observation and recording of behaviour from the baseline stage through followup sessions using thematic analysis. The results showed significant improvements in the subjects’ ability to perform the targeted motor skills independently. The subjects showed changes in fine motor skills from an average score of 1 with assistance to a score of 2. This study emphasizes the importance of positive reinforcement in improving fine motor skills in children with ASD and suggests its widespread application in therapeutic settings.

Keywords: autism spectrum disorder, fine motor skills, positive reinforcement

[1] Kent R, Simonoff E. Prevalence of Anxiety in Autism Spectrum Disorders. Anxiety in Children and Adolescents with Autism Spectrum Disorder. Elsevier; 2017. pp. 5–32.

[2] Nurfadhilah S. Pendidikan Inklusi: Pedoman bagi penyelenggaraan pendidikan anak berkebutuhan Khusus. Jawa Barat: CV Jejak; 2021.

[3] American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders. American Psychiatric Association; 2013.

[4] Nida D, Hartiani F. Modification of eye contact behavior in children with Autism Spectrum Disorder (ASD). Seurune: Journal of Unsyiah Psychology. 2018;1(1):34–52.

[5] Mash EJ, Wolfe DA. Abnormal child psychology. 6th ed. Cengage Learning; 2016.

[6] Putri ED, Wahyuno E, Susilawati SY, Ummah US. Keefektifan Permainan Playdough Terhadap Kemampuan Motorik Halus Autis. Jurnal ORTOPEDAGOGIA. 2021 Nov;7(2):97.

[7] Najmah I. Perbandingan Tingkat Kemampuan Motorik Kasar Antara Anak Autisme, Tunagrahita Dan Tunadaksa D Kota Makassar Comparison of Gross Motor Skills Levels Between Children with Autism With Tunagrahita and Tunadaksa in Makassar City [Skripsi ]Universitas Hasanuddin; 2022.

[8] Ulandary Y, Shodiq M. Melatih Motorik Halus Anak Autis Melalui Terapi Bermain [ Jurnal Pendidikan Khusus]. JPK. 2023 Jun;19(1):54–60.

[9] Kazdin AE. Behavior modification is applied. 7th ed. Illinois: Waveland Press; 2013.

[10] Mulyadi M. The effect of applying operant conditioning learning theory in Civics subjects on improving student behavior at SMP Negeri 6 Kayuagung. Journal of Bhinneka Tunggal Ika. 2015;2(1):59–64.

[11] Sari SM, Indianti W. Effectiveness of Positive Reinforcement to Improve Discipline through Caregiver. In: Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press; 2019. https://doi.org/10.2991/iciap-18.2019.10.

[12] Colombo-Dougovito AM. Successful intervention strategies for autism spectrum disorder and their use for the development of motor skills in physical education. PALAESTRA. 2015 Nov;29:34–41.

[13] Miltenberger RG. Behavior Modification Principles and Procedures. 4th ed. Australia: Thompson Wadsworth; 2008.

[14] Corey G (Koswara E, editor). Theory and Practice of Counseling & Psychotherapy. Bandung: Refika Aditaman; 2013.

[15] Nevid JS, Rathus SA, Greene B. Abnormal Psychology: In a World That Constantly Changing (OMD). 1st ed. Jakarta: Erlangga; 2018.

[16] Schuetze M, Rohr CS, Dewey D, McCrimmon A, Bray S. Reinforcement Learning in Autism Spectrum Disorder. Front Psychol. 2017 Nov;8:2035.

[17] Irawan RP. Penguatan Positif untuk meningkatkan rawat diri pada anak Autism Spectrum Disorder. Procedia : Studi Kasus dan Intervensi Psikologi. 2022 Dec 28;10(4):108–12. https://doi.org/10.22219/procedia.v10i4.18971.

[18] Guest G, MacQueen K, Namey E. Applied Thematic Analysis. 2455 Teller Road, Thousand Oaks California 91320 United States : SAGE Publications, Inc.; 2012.

[19] Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006 Jan;3(2):77–101.

[20] Humaira Biruny D. Meningkatkan kemampuan rawat diri pada anak dengan autism spectrum disorders. Procedia : Studi Kasus dan Intervensi Psikologi. 2022 Jun 30;10(2):64–9. https://doi.org/10.22219/procedia.v10i2.19010.

[21] Brand S, Jossen S, Holsboer-Trachsler E, Pühse U, Gerber M. Impact of aerobic exercise on sleep and motor skills in children with autism spectrum disorders – a pilot study. Neuropsychiatr Dis Treat. 2015 Aug;1911.

[22] Belmonte MK, Allen G, Beckel-Mitchener A, Boulanger LM, Carper RA, Webb SJ. Autism and abnormal development of brain connectivity. J Neurosci. 2004 Oct;24(42):9228–31.

[23] Schultz DP. SSE. Theories of Personality. 11th ed. Cengage Learning; 2017.

[24] Baker L, Bader R, Glauser J. Positive reinforcement in the treatment of children with autism spectrum disorder: A systematic review. J Autism Dev Disord. 2018;48(3):906–18.

[25] McGonigle-Chalmers M. Understanding Cognitive Development. SAGE Publications Ltd; 2021.

[26] Kohn D, Tully A, Ziegler T. The impact of positive reinforcement on social skills training in children with autism spectrum disorder. Res Dev Disabil. 2022.

[27] Hendriks AM, Ip HF, Nivard MG, Finkenauer C, Van Beijsterveldt CE, Bartels M, et al. Content, diagnostic, correlational, and genetic similarities between common measures of childhood aggressive behaviors and related psychiatric traits. J Child Psychol Psychiatry. 2020 Dec;61(12):1328–38.