Thực trạng phát triển kĩ năng chú ý chung cho trẻ rối loạn phổ tự kỉ 3–4 tuổi tại một số cơ sở giáo dục chuyên biệt ở Hà Nội

Tóm tắt

Joint attention is widely recognized as a fundamental prerequisite for the development of communication, language, and social interaction in children with autism spectrum disorder (ASD). This study aimed to investigate the current status of activities for developing joint attention skills in children with ASD aged 3-4 years at special education institutions, thereby providing a basis for proposing recommendations to improve intervention effectiveness. A questionnaire survey was conducted with 70 teachers who directly provide intervention services for children with ASD in special education institutions. The collected data were analyzed using descriptive statistical methods. The findings indicate that teachers have a strong awareness of the importance of joint attention skills, particularly eye contact, responding to name, and following another person’s gaze or pointing gestures, in supporting the overall development of young children with ASD. Teachers reported frequently implementing a variety of intervention activities, including eye contact exercises, gaze-following and pointing activities, picture-based tasks, and interactive games. Commonly used instructional strategies include modeling, prompting, positive reinforcement using children’s preferred objects or activities, repeated practice across different contexts, and close collaboration with parents. Among the intervention approaches, small-group intervention, home-based intervention, and individual intervention were perceived as the most effective. Overall, the findings suggest that teachers employ diverse forms of intervention, activities, and teaching techniques to foster joint attention skills. However, there remains a need for more systematic intervention programs and stronger collaboration between schools and families to further enhance the development of joint attention skills in children with ASD.