Kĩ năng xã hội của trẻ rối loạn phổ tự kỉ 3-6 tuổi tại Thành phố Huế: Thực trạng và một số yếu tố liên quan

Tóm tắt

The study aimed to preliminarily assess the internal consistency of the Vietnamese version of the Matson Evaluation of Social Skills with Youngsters-II (MESSY-II), describe the social skills of children with ASD, and examine teachers’ perceptions of factors related to the social skills of children with ASD in Hue City, Vietnam. A cross-sectional study was conducted with 51 children with ASD aged 3-6 years and 41 teachers who directly taught or provided intervention services to these children. The Vietnamese version of the MESSY-II had a Cronbach’s alpha of 0.962 for the full scale. Based on the MESSY-II cut-off scores, 60.8% of the children were classified as having moderate-to-severe impairment in the appropriate social skills domain and 54.9% in the hostile behavior domain, whereas inappropriate assertiveness/overconfidence was less prominent. No statistically significant differences by age or sex were found across the three MESSY-II domains (p > 0.05). According to teachers’ perceptions, the factors rated as more strongly related to children’s social skills included family support, school support, intervention programs, and ASD severity. The findings provide preliminary evidence of the internal consistency of the Vietnamese version of the MESSY-II and descriptive data on the social skills of the children with ASD surveyed. They also provide useful information for identifying social skill domains that may require attention in educational support for children with ASD.