Teaching social skills to individuals with autism spectrum disorder

Abstract

The research aimed to teach “thanking” and “permission-seeking” skills to children with autism spectrum disorder (ASD) through a direct teaching method. Social skill deficits are a significant limitation for children with ASD. Effective interventions often involve gradually withdrawing instructions to encourage independence. This study focused on three male students, aged 10 and 11, diagnosed with ASD in 2022, who were attending a rehabilitation center in Istanbul, Turkiye. The targeted skills “thanking” and “permission-seeking” were assessed through evaluations provided by teachers and family members. To facilitate learning, researchers employed stories and illustrated sequential cards as educational tools. Data analysis was conducted using a multi-class model with a stratified sampling method. Findings revealed that the direct instruction significantly enhanced the participants' abilities to thank and seek permission. Follow-up observations, conducted two weeks after the intervention, showed that the children were able to demonstrate these skills independently. At the study's conclusion, feedback from both parents and teachers was overwhelmingly positive, indicating that the teaching process effectively improved the children's social skills. This approach underscores the potential for structured, gradual instruction in fostering social skill development in children.