Thực trạng hướng dẫn cha mẹ thực hiện hoạt động giác quan xã hội nhằm hỗ trợ kĩ năng tương tác xã hội cho trẻ rối loạn phổ tự kỉ 2-3 tuổi

Tóm tắt

Developing social interaction skills in children aged 2-3 with Autism Spectrum Disorder (ASD) requires collaboration between intervention centers and families, with parental guidance serving as a crucial component. This study surveyed 65 administrators and teachers using questionnaires and descriptive statistics to assess the current state of parental guidance regarding social interaction skill development through socio-sensory activities at intervention centers. The results indicate that the guidance methods were perceived as highly important (Mean = 3.76-4.28), with the provision of knowledge, methodological instruction, and monitoring of parental implementation receiving the highest ratings. However, the frequency of implementation ranged only from ”occasionally” to “frequently” (Mean = 1.89-3.80), focusing primarily on in-person training and professional consultation. The effectiveness of these guidance methods was rated quite highly (Mean = 3.51-4.00), particularly regarding the collaboration among specialists, teachers, and parents. Significant influencing factors included cooperation, persistence, the parents’ ability to correctly follow instructions, and the teachers’ experience. Based on these findings, the study proposes diversifying guidance methods, increasing the application of technology, and establishing a mechanism for close collaboration between families and intervention centers to enhance the effectiveness of social interaction skill development for children aged 2-3 with ASD.