Didactic Materials for the Teaching of Social and Emotional Skills in Pupils with ASD: A Collaborative Research in Primary and Secondary Education
Abstract
This article reports on an investigation resulting from the implementation of an intervention program for the development of social and emotional skills in pupils with Autism Spectrum Disorders (ASD). The study implied the collaboration among families, schools and a university. This program, which implied the study of multiple cases, was implemented with six pupils between the ages of 9 and 17 years who had been diagnosed with the disorder and were enrolled in primary and secondary education. We used a one-group design with a pretest-posttest design. So, before the process of teaching, the students were evaluated regarding their levels of emotional and social skills. This initial assessment was intended to establish the starting point for each of the students before the teaching/learning process started—it consisted of two 45 minute sessions per week, one at school and the other one at home, over one academic year. After the educational intervention process, each of the students was again assessed. The intervention program provided a few materials designed to foster children’s emotional and social
skills. The materials were implemented through the collaboration among parents, school teachers and the university research team.
The results show that, after the educational intervention, participating students improved their performance in social and emotional skills, and the development of collaborative methods has a positive effect on these teaching processes.
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