Đề xuất khung tháp và ma trận mức độ kĩ năng tương tác xã hội cho trẻ rối loạn phổ tự kỉ giai đoạn giáo dục mầm non theo tiếp cận phát triển
Tóm tắt
Social interaction is an important area of development in which preschool-aged children with autism spectrum disorder often experience considerable difficulties, highlighting the need to systematically identify relevant competencies and developmental progressions as a basis for assessment and intervention. This study employed a directed conceptual review combined with theoretical analysis of domestic and international academic literature. Relevant studies examining the development, associations, and interventions targeting social interaction in preschool-aged children with autism spectrum disorder (ASD) from a developmental perspective were identified, coded, and synthesized according to competency domains, age groups, sample characteristics, and key findings. Based on the synthesis, a seven-domain developmental pyramid framework was proposed and organized into three levels: (1) foundational mechanisms; (2) social interaction participation competencies; (3) complex social competencies. Social motivation was positioned at the base of the pyramid, while reciprocal interaction was conceptualized as a cross-cutting requirement throughout all levels. Building on this pyramid framework, the study further proposed a five-level skill matrix encompassing the seven domains. The five levels are intended as an initial descriptive framework rather than as age-based developmental norms or milestones. The proposed pyramid framework and skill matrix represent a theoretical hypothesis that requires further expert consultation and empirical validation before being used as a basis for developing assessment tools or intervention programs targeting social interaction skills in preschool-aged children with ASD.
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