Effects of Social Skills on Language Development in Preschoolers with Autism Spectrum Disorder
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Abstract
Background: Autism Spectrum Disorder (ASD) is characterized by deficiencies in social communication skills and the presence of restricted, repetitive behaviors. Diagnosis can occur as early as 18 to 24 months. For children with ASD, developing early social skills is crucial for adapting to social contexts and interactions.
Objective: This study aimed to evaluate the impact of social skills training on language development in preschoolers with ASD.
Methods: A purposive sampling method was employed to select a sample of 20 children with ASD, aged 3-6 years. The study used an analytical experimental design within a quantitative framework. Participants were divided into two groups: Group A received speech therapy, while Group B received both speech therapy and social skills training. The Portage Early Education Program assessed social and language development pre- and post-intervention over sixteen weeks. Data were analyzed using SPSS version 21, applying both dependent and independent t-tests.
Results: Group A exhibited a significant pre- and post-intervention improvement in social (p < 0.001) and language (p < 0.001) skills. Group B showed even greater enhancements in social (p < 0.001) and language (p = 0.002) development. The independent t-test indicated significant differences between the two groups both pre- and post-intervention, confirming the superior efficacy of the combined treatment.
Conclusion: The study concluded that incorporating social skills training with speech therapy significantly improves language abilities in preschool children with ASD, suggesting the importance of a multifaceted therapeutic approach.
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