Phát triển kĩ năng hợp tác trong hoạt động nhóm của trẻ rối loạn phổ tự kỉ 5-6 tuổi qua can thiệp trung gian bạn đồng đẳng: Nghiên cứu can thiệp đơn trường hợp

Tóm tắt

Children with autism spectrum disorder often experience difficulties in social interaction and coordinating with others during group activities. This exploratory study aimed to describe changes in cooperative behaviors exhibited by a child with autism spectrum disorder during a peer-mediated intervention. A single-case A-B design with repeated measures was employed with a 5-year-8-month-old boy with autism spectrum disorder and a 7-year-old peer at a special education center. Data were collected across structured group activities and analyzed using descriptive statistics, visual analysis, and non-overlap of all pairs. The results showed increased cooperative behaviors during the intervention phase across all three activity types. Improvements were observed across all components of cooperation; cooperative communication and participation in group activities showed more pronounced changes, whereas orientation toward a shared goal remained the least evident component. These preliminary findings indicate positive changes in cooperative behaviors during the peer-mediated intervention and provide initial empirical evidence for further research on supporting cooperative skills in children with autism spectrum disorder.