Kĩ năng giao tiếp chức năng của trẻ rối loạn phổ tự kỉ 4-5 tuổi học hòa nhập ở trường mầm non: Nghiên cứu trường hợp tại một số trường mầm non thuộc tỉnh Thanh Hóa

Tóm tắt

Functional communication skills (FCS) play a crucial role in supporting children with autism spectrum disorder (ASD) to successfully engage in inclusive preschool settings. This study surveyed 30 children with ASD aged 4-5 in public kindergartens in Hau Loc District, Thanh Hoa Province to assess the current status of nine core FCS. Results show that “daily living skills” had the highest average score (1.93), indicating strengths in familiar, structured environments. Conversely, “responding to wait requests” had the lowest score (1.40), reflecting significant challenges in behavioral regulation. Receptive skills showed high variability, while most expressive skills remained at the “need support” level. The findings highlight the necessity for individualized interventions, emphasizing visual support and structured training in selfregulation to enhance the independent communication capacity of children with ASD in inclusive classrooms.