ABSTRACT

Background: Autism is a developmental disorder characterized by difficulties with social interaction and communication, and by restricted and repetitive behavior. Parenting is an approach to understanding and changing behavior. It's not a specific therapy itself, but a range of different strategies and techniques that can be used to teach people with autism spectrum disorder new skills and reduce their difficult behavior.

Aim:  This study aimed to determine the effect of parenting on the personal social development of autistic children at autism school.

Method: This was a randomized controlled trial. This study was conducted at 7 autism schools in Yogyakarta province (Fajar Nugraha, Samara Bunda, Bina Anggita, Dian Amanah, Trustees, Citra Mulia Mandiri, and Autism Service Center) and 1 Baitul Qur'ani autism school in Ponorogo, East Java. A total of 92 autistic children aged 6-12 years was selected for this study and randomized into two groups: parenting group and control group. The dependent variable was personal social development. The independent variable was parenting. The data on child personal social development was measured by Screening Tool for Autism in Toddlers and Young Children (STAT). The data were analyzed by t-test and wilxocon.

Results: Before the intervention, the means of STAT score between the two study groups were comparable. As a result of randomization, the mean difference of STAT scores between the two groups was statistically non-significant. After the intervention, mean of STAT scores was higher in the parenting group than in the control group, and it was statistically significant.

Conclusion: Parenting is effective in improving the personal sosial development of autistic children.