Interaksi antara Regulasi Emosi dan Komunikasi Sosial pada Anak dengan Disabilitas Intelektual
Kata Kunci:
Keterbelakangan intelektual, regulasi emosi, komunikasi sosial, studi kualitatif, psikologi perkembanganAbstrak
Penelitian ini mengkaji pola komunikasi emosional dan sosial anak-anak dengan gangguan intelektual (IDD) melalui pendekatan studi kasus kualitatif. Dua peserta, seorang anak laki-laki berusia 13 tahun dan seorang anak perempuan berusia 7 tahun, menjalani penilaian psikologis, wawancara mendalam, dan pengamatan perilaku di Rumah Sakit RSD K.R.M.T. Wongsonegoro di Semarang. Data dianalisis secara tematis untuk mengidentifikasi pola regulasi emosional, komunikasi verbal dan nonverbal, serta adaptasi sosial. Temuan menunjukkan bahwa kedua anak mengalami defisit dalam bahasa ekspresif dan reseptif, regulasi emosional yang terbatas, dan keterlibatan sosial yang terbatas. Disregulasi emosional ditandai dengan perilaku impulsif, tantrum, dan kesulitan mengekspresikan perasaan secara verbal, sementara pola komunikasi ditandai dengan inisiasi yang rendah, echolalia, dan ketergantungan pada isyarat nonverbal. Gaya interaksi orang tua dan faktor lingkungan, seperti perawatan yang tidak konsisten dan stimulasi yang terbatas, lebih lanjut membentuk dinamika komunikasi ini. Studi ini menyoroti bahwa tantangan komunikasi emosional dan sosial pada IDD tidak hanya disebabkan oleh gangguan kognitif, tetapi juga dipengaruhi oleh konteks relasional dan lingkungan. Temuan ini menekankan perlunya intervensi terintegrasi yang menggabungkan bimbingan emosional, keterlibatan keluarga, dan pengalaman sosial inklusif untuk meningkatkan fungsi emosional dan komunikasi adaptif pada anak-anak dengan gangguan intelektual.
Unduhan
Referensi
Aggarwal, G. (2022). Social communication disorder outside intellectual disability? A review and classification approach to receptive and expressive communication in intellectual disability. Wireless Personal Communications, 127(4), 2841-2858. https://doi.org/10.1007/s11277-022-09899-1.
Agustina, Serli. (2022). Pengaruh Pekerjaan Orang Tua Terhadap Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Di Paud Islam Ummu Fathimah Kota Bengkulu.mAl Fitrah: Journal Of Early Childhood Islamic Education 5 (2): 208–18.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.Airlington: American Psychiatric Association.
Anning, K. (2023). Self-regulation difficulties in young children with cognitive, emotional and behavioural problems (Doctoral dissertation, Cardiff University).
Bertelli, M. O., Hollenweger Haskell, J., Tassé, M. J., Straccia, C., Rondini, E., Bianco, A., ... & Salvador-Carulla, L. (2022). Intellectual disability/intellectual developmental disorder. In Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder (pp. 1-49). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-95720-3_1.
Burack, J. A., Evans, D. W., Russo, N., Napoleon, J. S., Goldman, K. J., & Iarocci, G. (2021). Developmental perspectives on the study of persons with intellectual disability. Annual Review of Clinical Psychology, 17(1), 339-363. https://doi.org/10.1146/annurev-clinpsy-081219-090532.
Champ, R. E., Adamou, M., & Tolchard, B. (2023). Seeking connection, autonomy, and emotional feedback: A self-determination theory of self-regulation in attention-deficit hyperactivity disorder. Psychological review, 130(3), 569.
Cronin, A. (2024). Children and Youth With Intellectual and Developmental Disabilities. In Adaptation, Coping, and Resilience in Children and Youth (pp. 73-101). Routledge.
Elballah, K., & Alsayed, A. (2025, January). Teachers’ perceptions of rejection sensitivity in inclusive primary schools: qualitative case study. In Frontiers in Education (Vol. 10, p. 1511176). Frontiers Media SA. https://doi.org/10.3389/feduc.2025.1511176.
Gagne, J. R., Barker, K., Chang, C. N., Nwadinobi, O. K., & Kwok, O. M. (2021). A multi-theoretical and multi-method family study approach to preschool inhibitory control: links to working memory, Receptive vocabulary, behavioral maladjustment, and parent mental health in the context of temperament and executive functioning perspectives. Frontiers in Psychology, 12, 703606. https://doi.org/10.3389/fpsyg.2021.703606.
Kaushar, N., Khatkar, H., Sharma, R., Sharma, D., Agrawal, M., Dubey, M. S., & Sahu, M. Y. (2025). Child Development & Educational Psychology. Authors Click Publishing.
Lampinen, A. (2021). The trouble with sharing: interpersonal challenges in peer-to-peer exchange. Morgan & Claypool Publishers.
Leonard, H., Montgomery, A., Wolff, B., Strumpher, E., Masi, A., Woolfenden, S., ... & Glasson, E. (2022). A systematic review of the biological, social, and environmental determinants of intellectual disability in children and adolescents. Frontiers in Psychiatry, 13, 926681. https://doi.org/10.3389/fpsyt.2022.926681.
McLeod, C. J. (2024). Using integral theory to study the effectiveness of HeartMath biofeedback and social-emotional learning in adolescent emotion regulation. https://dx.doi.org/10.11575/PRISM/47886.
Ministry of Health of the Republic of Indonesia. (2018). Riset Kesehatan Dasar (Riskesdas) 2018. Jakarta: Badan Penelitian dan Pengembangan Kesehatan, Kementerian Kesehatan Republik Indonesia. Retrieved from https://www.kemkes.go.id
Novitasari, Y. (2018). Analisis permasalahan" Perkembangan kognitif anak usia dini”. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 2(01), 82-90. https://doi.org/10.47134/paud.v1i4.861.
Nurita, D., Amanda, N., & Fadhil, N. (2025). Dampak Pendidikan Inklusif terhadap Perkembangan Sosial dan Akademik Anak Tunarungu. Journal of Early Childhood Education Studies, 5(1), 284-309. https://doi.org/10.54180/joeces.v5i1.559.
Palance, M. L. (2024). Deprivation Specific and Neurocognitive Correlates of Children With Histories of Early Deprivation and Atypical Social Communication Problems (Doctoral dissertation, Wayne State University).
Paley, B., & Hajal, N. J. (2022). Conceptualizing emotion regulation and coregulation as family-level phenomena. Clinical child and family psychology review, 25(1), 19-43. https://doi.org/10.1007/s10567-022-00378-4.
Ramadan, N. R., & Aulia, Q. (2025). The Relationship between Negative Parenting and Delinquent Behavior in Children at the Special Children's Development Institution for Grade 1 Medan: A Literature Study. Jurnal Pemasyarakatan dan Keadilan, 1(2), 95-113. https://doi.org/10.64272/4jjt3z57.
Riahta, R., Hasanah, N., & Pratiwi, A. (2015). Regulasi Emosi Mahasiswa Penyandang Disabilitas Tunarungu dalam Relasi dengan Kawan Sebaya. Indonesian Journal of Disability Studies, 2(1), 55-63.
Skowron, E. A., & Funderburk, B. W. (2022). In vivo social regulation of high-risk parenting: A conceptual model of Parent-Child Interaction Therapy for child maltreatment prevention. Children and youth services review, 136, 106391. https://doi.org/10.1016/j.childyouth.2022.106391.
Tammilehto, J., Punamäki, R. L., Flykt, M., Vänskä, M., Heikkilä, L. M., Lipsanen, J., ... & Lindblom, J. (2021). Developmental stage-specific effects of parenting on adolescents’ emotion regulation: A longitudinal study from infancy to late adolescence. Frontiers in psychology, 12, 582770. https://doi.org/10.3389/fpsyg.2021.582770.
UNICEF Indonesia. (2022). Disability inclusion and child well-being in Indonesia. Jakarta: UNICEF Indonesia. Retrieved from https://www.unicef.org/indonesia.
Weiner, M. O., & Lucas, T. D. (2021). Interpreting and Responding to Classroom Behaviors: A Guide for Early Childhood Educators. McFarland.
World Health Organization. (2021). World report on disability and health 2021. Geneva: World Health Organization. Retrieved from https://www.who.int/publications/i/item/9789241564182
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Ladya Ghaisani Kurniawan, Aldila Dyas Nurfitri, Lucky Ade Sessiani (Author)
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
