Thực trạng phát triển vốn từ theo chủ đề cho trẻ rối loạn phổ tự kỉ 4-5 tuổi dựa trên hỗ trợ trực quan tại trung tâm can thiệp

Tóm tắt

Theme-based vocabulary development is important for the communication abilities of 4–5-year-old children with autism spectrum disorder, and visual supports are commonly used in intervention activities. This study investigated teachers’ perceptions and practices regarding theme-based vocabulary development using visual supports for 4–5-year-old children with autism spectrum disorder at intervention centers. A questionnaire survey was conducted with 40 teachers working with children with autism spectrum disorder at five intervention centers in Hanoi, and the data were analyzed using descriptive statistics. The findings showed that teachers perceived children with autism spectrum disorder aged 4–5 years as experiencing considerable vocabulary difficulties, particularly in understanding word meanings, using words in communication, and remembering new words. Teachers prioritized familiar everyday themes and focused mainly on nouns, verbs, and adjectives. Pictures, real objects, and flashcards were the most frequently used visual supports. Individualizing support, organizing learning from simple to complex, and combining visual supports with verbal instruction and actions were commonly reported practices. Children’s characteristics, teachers’ professional qualifications, and teaching experience were perceived as important factors affecting theme-based vocabulary development. The findings provide practical information on teachers’ perceptions and practices at intervention centers, suggesting the need for professional development and more diverse visual-support materials. Further studies should employ larger samples, incorporate direct assessments of children, and examine the effectiveness of intervention measures.