Clarity in social intelligence of secondary school students developing comminicative skills for children with autism spectrum disorders learning in inclusive middle schools

DOI: 10.18173/2354-1075.2022-0024

Abstract

Due to struggle finding in the communication of students with autism spectrum disorders (ASD) learning in inclusive middle schools, those children have performed significant limitations in initiate a greeting, interaction, and a dialogue with their peers. Those difficulties greatly become barriers to the learning process as well as the integration of students. The article is aimed to provide research results in developing communication of children with ASD through setting up 08 educational activities of a 4-step procedure to apply communicative skills as follows: (1) Actively and maintaining communication with people; (2) Recognizing and handling situations of saying thank you and sorry; (3) Adhere to basic principles of communication; (4) Expand the conversation and help people. 2 educational activities on instructing children with ASD to implement each step in one skill were developed to model each step of the communicative skill application procedure. The results showed a significant improvement in students’ skill performance by mean score increasing from M = 1.5 to M = 2.85.