Event Title
Using Thematically Structured Teaching to Improve Social Communication Skills of Children with Autism Spectrum Disorder
Document Type
Event
Start Date
17-10-2016 10:00 AM
Description
This study was conducted to examine the effectiveness of a thematically structured teaching (TST) program on communication and social interaction skills of children with autism spectrum disorder (ASD). A total of 56 children with ASD aged 3-12 years participated in this study. A quasi-experimental pre-test/post-test intervention group vs. waitlist control group design was used. Mann-Whitney U tests were used to determine if there were significant differences between the two groups in communication and socialization skills improvements. The results of this study showed that the children with ASD who received the TST program showed significantly higher improvements in communication skills and social interaction skills than did the children who were in the waitlist control group.
Recommended Citation
Chiang, Hsu-Min (Mina), "Using Thematically Structured Teaching to Improve Social Communication Skills of Children with Autism Spectrum Disorder" (2016). Center for Global Curriculum Studies Symposium. 3.
https://digitalcommons.spu.edu/globalcurriculumsymposium/gcs2016/gcs2016_events/3
Using Thematically Structured Teaching to Improve Social Communication Skills of Children with Autism Spectrum Disorder
This study was conducted to examine the effectiveness of a thematically structured teaching (TST) program on communication and social interaction skills of children with autism spectrum disorder (ASD). A total of 56 children with ASD aged 3-12 years participated in this study. A quasi-experimental pre-test/post-test intervention group vs. waitlist control group design was used. Mann-Whitney U tests were used to determine if there were significant differences between the two groups in communication and socialization skills improvements. The results of this study showed that the children with ASD who received the TST program showed significantly higher improvements in communication skills and social interaction skills than did the children who were in the waitlist control group.