https://journal.nurscienceinstitute.id/index.php/jpe/issue/feed 2025-11-29T15:21:00+07:00 Muhamad Taufik Hidayat journal.nsi.jpe@gmail.com Open Journal Systems <p style="text-align: justify;"><strong data-start="117" data-end="158">Journal of Profession Education [ISSN <a href="https://issn.brin.go.id/terbit/detail/20210713051460108">2798-6527</a>] </strong> is a peer-reviewed journal that publishes original research, theoretical studies, and innovative practices in the field of professional education. It covers topics such as teacher education, vocational and technical training, curriculum design, workplace-based learning, continuing professional development, and educational policy. JPE welcomes interdisciplinary approaches and aims to contribute to the development of professional competencies across various sectors. Manuscripts may be submitted in English or Bahasa Indonesia and must be original and unpublished.</p> <p style="text-align: justify;"> </p> https://journal.nurscienceinstitute.id/index.php/jpe/article/view/2410 2025-11-23T18:43:42+07:00 Laili Inayah inayahlailiinayah@gmail.com Ima Fitri Sholichah inayahlailiinayah@gmail.com

<p class="fg-keywords">This study aims to describe the application of the TEACCH (Treatment and Education of Autistic and Related Communication-Handicapped Children) method as a psychological mentoring strategy to foster independence among children with autism spectrum disorder (ASD) at UPT SDN 253 Gresik. Using a descriptive qualitative approach, the researcher designed and implemented a structured intervention program for a first-grade student diagnosed with ASD, based on observations, interviews, and documentation. The TEACCH-based intervention focused on structured learning environments, visual schedules, and individualized education programs (IEPs). The findings showed that TEACCH implementation helped the child demonstrate significant progress in emotional regulation, social interaction, and task independence, such as putting on shoes and organizing learning materials. The structured environment and consistent visual cues effectively reduced maladaptive behavior and enhanced the child's focus during class activities. This study highlights that the TEACCH method can be an effective psychological mentoring approach for increasing independence in children with autism, especially in inclusive elementary education settings.</p>

2025-09-30T00:00:00+07:00 Copyright (c) 2025 Laili Inayah, Ima Fitri Sholichah