EFFECT OF THE COLLABORATIVE PROJECT PLAY INTERVENTION WITH CIRCLE GAME ON THE COMMUNICATION SKILLS OF AUTISTIC CHILDREN IN INCLUSION KINDERGARTEN

Abstract

The purpose of this study was to improve the communication skills of autistic children in kindergarten by conducting collaborative project play interventions. This study used a single-subject experiment (SSR), with subjects of 2 autistic children and 6 normal children in Makassar Montessori Kindergarten, treatment with a collaborative play project with circle game media. Based on the initial safety results, the communication skills of autistic children with other (normal) children have not reached good communication standards. The findings: intervention in collaboration with Circle Game can improve the communication skills of autistic children. This is evident from the results of baseline A1 subjects have not been able to ask questions who, what, what, where. In the intervention phase to A2 and A3, the average frequency increases from 
the baseline. In the intervention phase, it appears that the child can ask what, who, where, and what is being asked; due to the intervention situation of playing projects with circle games, autistic children play more casually with other normal children. The intervention model with collaborative project play with circle games can boost the communication skills of autistic children with normal children and this intervention is 
a form of behavioral therapy for autistic children