The Social and Communication Skills Difficulties among Learners with Autism Spectrum Disorder

Abstract

The purpose of this study is to investigate the social and communication skills difficulties among identified learners with ASD in the Philippines. Objectives of the study are to identify what are the social and communication characteristics of the children with Autism Spectrum Disorder (ASD) and to identify the effect of their social and communication difficulties in the learning process. The case study was conducted at Jose Fabella Memorial School (JFMS), Mandaluyong City, Philippines and participants were selected purposively involving six learners with ADS, their parents and their teachers. The data collection period is for five months. Data were collected through interviews, observations, and checklist analysis. The research instruments used were checklist, interview questions and field notes. Data were analyzed using descriptive methods. Inter-rater checklist results were used for document analysis. Thematic analysis was used to examine the collected data from the interviews, the observations, and the checklist. Findings showed that the six children with ASD demonstrated degrees of similarities and differences in their social and communication behaviors. Their social skills difficulties are in the aspects of showing interest in joining other children in games and other activities; showing interest in people; initiative to join others in games or other activities; choice of solitary activity over activity that involves interaction with others; saying or exhibiting socially inappropriate things like screaming and hurting others; and the inability to readily exchange social smile. Their communication skills difficulties are in the aspects of initiative in talking with others; asking question; taking turn in conversation; self-expression using oral language; clarity in speaking; showing eye contact; loudness of voice in speaking and showing facial expression. The social and communication skills difficulties of the learners with ASD have favorable effects on their learning process. The implication of the study showed that the learning experiences of the children with ASD are hampered and are not maximized due to their difficulties in social and communication skills. In conclusion, classroom learning environment must be improved and appropriate intervention be conducted to address their difficulties. Teachers can make the classroom activities more inclusive to develop a feeling of acceptance and belongingness to this group of learners. Differentiated instructions must be applied so as to address the needs of both the typical and atypical learners.