Abstrak
Latar Belakang: Anak penyandang Autism Spectrum Disorder (ASD) diketahui mengalami defisit asupan vitamin B6 dan alergi pada beberapa jenis makanan, salah satunya penyedap rasa monosodium glutamate (MSG). Salah satu manifestasi alergi pada anak penyandang ASD adalah gangguan perilaku hiperaktif. Anak dengan gangguan perilaku hiperaktif dilaporkan memiliki prestasi belajar di bawah rata-rata. Selain itu, faktor status gizi anak juga memengaruhi prestasi belajar anak. Tujuan : Studi ini menganalisis asupan vitamin B6, MSG, status gizi, dan gangguan perilaku hiperaktif dengan prestasi belajar anak penyandang ASD. Metode: Penelitian ini memiliki desain penelitian observasional kohort. Subjek penelitian ini 38 orang anak penyandang ASD di 4 SLB Autis di Kota Surakarta yang dipilih berdasarkan teknik purposive sampling. Alat yang digunakan pada penelitian yaitu formulir food record dan Food Frequency Quetioneir (FFQ) untuk data asupan vitamin B6, kuesioner yang dimodifikasi untuk konsumsi MSG, electronic personal scale dan mikrotoise untuk data status gizi, form Abbriviated Conners Rating Scale untuk gangguan perilaku hiperaktif, dan laporan hasil belajar siswa untuk data prestasi belajar. Hasil: Analisis multivariat menunjukkan ada hubungan antara asupan vitamin B6 (p = 0,026) dan status gizi (p = 0,042) dengan prestasi belajar anak penyandang ASD. Nilai RR asupan vitamin B6 dengan prestasi belajar anak penyandang ASD sebesar 5,66, artinya kecukupan asupan vitamin B6 dapat meningkatkan prestasi belajar anak penyandang ASD lebih dari 5 kali daripada anak penyandang ASD yang defisit vitamin B6. Nilai RR status gizi dengan prestasi belajar anak penyandang ASD sebesar 7,14, artinya status gizi yang baik dapat meningkatkan prestasi belajar penyandang ASD 7 kali daripada anak penyandang ASD yang memiliki status gizi kurus maupun lebih. Kesimpulan: Ada hubungan antara asupan vitamin B6 dan status gizi dengan prestasi belajar anak penyandang ASD. Oleh karena itu, orang tua atau wali perlu memerhatikan kecukupan asupan vitamin B6 dan status gizi anak untuk meningkatkan prestasi belajar anak penyandang ASD.
Keyword: Autisme, vitamin B6, MSG, status gizi, gangguan perilaku hiperaktif
Abstract
Background: Children with Autism Spectrum Disorder (ASD) are known to have a deficit of vitamin B6 intake and allergies in certain types of food, one of which is monosodium glutamate (MSG) flavoring. One manifestation of allergies in children with ASD is a disorder of hyperactive behavior. Children with hyperactive behavioral disorders are reported to have below-average learning achievements. In addition, factors in children's nutritional status also affect children's learning achievement. Objective: This study analyzed the intake of vitamin B6, MSG, nutritional status, and hyperactive behavior disorders with the learning achievements of children with ASD. Method: This study has an observational cohort design. The subjects of this study were 38 children with ASD in 4 Autism SLBs in Surakarta City who were selected based on the purposive sampling technique. The tools used in the research are food record form and Food Frequency Quetioneir (FFQ) for vitamin B6 intake data, questionnaires modified for MSG consumption, electronic personal scale and microtoise for nutritional status data, Abbriviated Conners Rating Scale form for hyperactive behavior disorders, and student learning report for learning achievement data. Results: Multivariate analysis showed that there was a correlation between vitamin B6 intake (p = 0.026) and nutritional status (p = 0.042) with the learning achievement of children with ASD. The RR value of vitamin B6 intake with learning achievement of children with ASD was 5.66, meaning that adequate intake of vitamin B6 could improve the learning achievement of children with ASD more than 5 times than children with ASD who had a deficit of vitamin B6. The RR value of nutritional status with learning achievement of children with ASD is 7.14, meaning that good nutritional status can improve learning achievement of ASD people 7 times than children with ASD who have underweight or overweight nutritional status.Conclusion: There is a relationship between vitamin B6 intake and nutritional status with the learning achievements of children with ASD. Therefore, parents or guardians need to pay attention to the adequacy of vitamin B6 intake and nutritional status of children to improve the learning achievement of children with ASD.
Keyword: Autism, vitamin B6 intake, MSG consumption, nutritional status, hyperactive behavior disorders
