Abstract
A Conceptual Framework for Early Intervention Guideline in Improving the Social Skills of Autism Spectrum Disorder Children
Highlights
Autism spectrum disorder (ASD) is defined by observed impairments in social and communicative interaction and excessive stereotyped patterns of behaviour (Mikkelsen et al, 2018)
It is challenging experience to deal with children with special education, there are alternative ways that are helpful for these children (Ahmad, 2018)
Early intervention guideline seems to be one of the best ways to deal with ASD children
Summary
Autism spectrum disorder (ASD) is defined by observed impairments in social and communicative interaction and excessive stereotyped patterns of behaviour (Mikkelsen et al, 2018). The persistent deficits in ASD have been viewed since the current diagnostic criterion of ASD combines social interaction and communication (Loukusa et al, 2018). Considerable research exists on interventions to train parents to manage problem behaviour in ASD children. It is challenging experience to deal with children with special education, there are alternative ways that are helpful for these children (Ahmad, 2018). Among these alternative ways, early intervention guideline seems to be one of the best ways to deal with ASD children. The purpose of this study is to develop an early intervention guideline to improve the social behaviour among ASD children. Three objectives of this study are: (1) to determine the parents’ needs to develop an early intervention guideline for ASD children in Jordan; (2) to develop an early intervention guideline to improve the social behaviour among ASD children in Jordan; and (3) to measure the effectiveness of the early intervention guideline in improving the social behaviour among ASD children in Jordan
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