Talkisme untuk Mengembangkan Kemampuan Komunikasi Sosial dan Pengetahuan Budaya bagi Anak Autis
DOI:
https://doi.org/10.30998/48106232Keywords:
Talkisme, social communication, culture, children with autismAbstract
SMA Muhammadiyah 10 Surabaya has problems in the lack of understanding of teachers and the limitations of adaptive, communicative, and local culturally-based Augmentative and Alternative Communication (AAC) learning media, as well as the lack of expressive abilities of autistic students in social communication and cultural contexts, namely English. In addition, the different needs of autistic children also cause teachers to have difficulty in adjusting learning materials and methods. This community service activity aims to improve the understanding of human resources in integrating AAC in handling autistic children and creating the latest AAC-based learning technology in the form of Talkisme: Talk, Learn, and Connect. Talkisme is an English learning media feature developed with the Picture Exchange Communication System (PECS) which is developed using image exchange interactions. The implementation method of this PKM consists of several stages, namely: (1) Planning stage, 2) Technology Design Stage, 3) Technology Assistance and Application Implementation Stage, 4) Monitoring and Evaluation Stage, 5) Report Preparation Stage. Through this program, there is an increase in partner knowledge about AAC-based learning by 80%. Observations showed that this learning medium successfully improved students' communication skills, from low to moderate. The program also produced outputs including not only Talkisme media but also scientific articles, media publications, activity modules, storybooks, language feature pocketbooks, and activity videos.
Downloads
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. VA: American Psychiatric Publishing.
Astriani, M. M., & Alfahnum, M. (2022). Peningkatan Kompetensi Guru melalui Pelatihan Pengembangan Media Pembelajaran Berbasis Videoscribe. Jurnal PkM Pengabdian Kepada Masyarakat, 5(3), 326. https://doi.org/10.30998/jurnalpkm.v5i3.10016
Aydin, O., & Diken, H. I. (2020). Studies Comparing Augmentative and Alternative Communication Systems (AAC) Applications for Individuals with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis. Education and Training in Autism and Developmental Disabilitites, 55(2), 119–141.
Blacher, J., Howell, E., Lauderdale-Littin, S., DiGennaro Reed, F. D., & Laugeson, E. A. (2014). Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorders, 8(3), 324–333. https://doi.org/10.1016/j.rasd.2013.12.008
Desi, D., Bezaleel, M., Sepiana, A., & Be’es, M. (2025a). Peningkatan Kemampuan Komunikasi Anak Autis Berbasis Terapi PECS Menggunakan Video Motion Graphics di SLB Bina Bangsa. SALUTA : Jurnal Pengabdian Kepada Masyarakat, 5(2), 35–46.
Desi, D., Bezaleel, M., Sepiana, A., & Be’es, M. (2025b). Peningkatan Kemampuan Komunikasi Anak Autis Berbasis Terapi PECS Menggunakan Video Motion Graphics di SLB Bina Bangsa. SALUTA: Jurnal Pengabdian Kepada Masyarakat, 5(2), 35–46.
Frolli, A., Ciotola, S., Esposito, C., Fraschetti, S., Ricci, M. C., Cerciello, F., & Russo, M. G. (2022). AAC and Autism: Manual Signs and Pecs, a Comparison. Behavioral Sciences, 12(10), 359. https://doi.org/10.3390/bs12100359
Fuller, E. A., & Kaiser, A. P. (2020). The Effects of Early Intervention on Social Communication Outcomes for Children with Autism Spectrum Disorder: A Meta-analysis. Journal of Autism and Developmental Disorders, 50(5), 1683–1700. https://doi.org/10.1007/s10803-019-03927-z
Korkiakangas, T. K., Rae, J. P., & Dickerson, P. (2012). The Interactional Work of Repeated Talk between a Teacher and a Child with Autism. Journal of Interactional Research in Communication Disorders, 3(1), 1–25. https://doi.org/10.1558/jircd.v3i1.1
Lee, K., & Schertz, H. H. (2022). Association of turn-taking functions with joint attention in toddlers with autism. Autism, 26(5), 1070–1081. https://doi.org/10.1177/13623613211039945
Novita, S., Marlina, M., Damri, D., & Nasri, Y. Y. (2025). Efektivitas Media Buku Picture Exchange Communication System Untuk Meningkatkan Kemampuan Komunikasi Ekspresif Pada Anak Dengan Gangguan Emosi Dan Perilaku. JPKS: Jurnal Kepemimpinan & Pengurusan Sekolah , 10(3), 1243–1253.
Perepa, P. (2014). Cultural basis of social ‘deficits’ in autism spectrum disorders. European Journal of Special Needs Education, 29(3), 313–326. https://doi.org/10.1080/08856257.2014.908024
Prino, L. E., Pasta, T., Giovanna, F., Gastaldi, M., & Longobardi, C. (2016). The effect of autism spectrum disorders, Down syndrome, and specific learning disorder and hyperactivity and attention deficits on the student–teacher relationship. Journal of Research in Educational Psychology, 14, 89–106.
Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC Modeling Intervention Research Review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822
Soomro, N., & Soomro, S. (2018). Autism Children’s App using PECS. Annals of Emerging Technologies in Computing, 2(1), 7–16.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sri Lestari, Elmi Tri Yuliandari, Siti Attiyatul Fahiroh, Citra Nur Fajri Fitriyudin, Mochammad Aditya Putra Pratama, Rahma Nur Aini (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
