Giáo dục kĩ năng chơi biểu tượng cho một trẻ rối loạn phổ tự kỉ 3–4 tuổi trong trường mầm non hòa nhập: Nghiên cứu trường hợp

Tóm tắt

This study evaluated changes in symbolic play skills in a 3-to-4-year-old child with autism spectrum disorder at Hoa Mau Don Preschool, Ho Chi Minh City, using an A-B-C single-case design comprising 16 observation sessions over 21 weeks: 3 baseline sessions, 10 intervention sessions, and 3 maintenance follow-up sessions. Symbolic play skills were assessed across five components: creating imaginary situations, performing symbolic actions, using objects symbolically, interacting during symbolic play, and maintaining interest in symbolic play. The results were examined using visual analysis, the NAP and Tau-U indices, and descriptive statistics. The findings indicated that the child’s symbolic play skills improved following the intervention, with A-B effects predominantly ranging from large to very large. However, the level of response and maintenance from phases B to C varied across the five components. The educational strategies show potential for application in inclusive preschool settings; nevertheless, they should be individualized, accompanied by continued post-intervention support, and interpreted with caution because of the limitations inherent in a single-case study.