SOCIAL SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD) WITHIN EARLY CHILDHOOD SETTINGS

Abstract

This study examines the social skills of children with autism spectrum disorders (ASD) within early childhood settings, based on the perspectives of special education teachers. Using a quantitative approach, data was collected through a structured questionnaire involving 39 educators to assess social skill development in children with ASD. Five key elements influencing social interactions were identified: (1) Attention-Seeking Skills, (2) Sharing Abilities, (3) Skills of Asking and Requiring, (4) Skills of Giving Ideas, and (5) Skills of Accepting, Praising, and Appreciating. A total of 39 special education teachers participated in this study by responding to the questionnaire. Findings reveal that children with ASD face significant challenges in most areas, except for Request and Inquiry Skills, where they demonstrate relative proficiency. Despite these difficulties, varying levels of competence across the five categories indicate potential for targeted interventions. The study highlights the importance of structured social skills training, emphasizing peer modeling, role-playing, and explicit communication strategies. These results contribute to research on social development in ASD, underscoring the need for interdisciplinary collaboration among educators, parents, and therapists. By recognizing the variations in competency across different skill categories, educators and practitioners can refine intervention strategies to better support social communication. Future research may explore longitudinal assessments of these interventions to determine their effectiveness in improving social outcomes for children with ASD.