Behavioral Social Skills Research Articles

Relationships across the elementary years: Association with children's social-behavioral skills

Students' social-behavioral competencies are foundational to development. This longitudinal study identified associations between parent-teacher and student-teacher relationships, and children's social skills and problem behaviors at a single timepoint and over time. It involved 316 students and their parents and teachers across Grades 1 through 4. Several significant associations were uncovered, generally consistent with hypotheses. Parents' and teachers' reports of the parent-teacher relationship at one point in time were associated with their own ratings of students' social-behavioral outcomes. Across grades, parents' reports of the parent-teacher relationship were associated with their own ratings of students' outcomes. Teachers' reports of parent-teacher relationships were associated with children's overall social-behavioral outcomes as reported by parents and teachers. Teacher-rated student-teacher relationships at one timepoint were associated with their own ratings but not parents' ratings of student behaviors. Teacher-reported student-teacher relationships over time were associated with students' outcomes as rated by parents and teachers. Implications are discussed.

Prediction of physical activity and nutritional behaviors based on social cognitive theory in middle-aged population at risk of coronary artery disease in Bandar Abbas

AbstractCoronary artery disease (CAD) is the most common cardiovascular disease and the main cause of mortality in developing countries. Since physical activity and nutritional behaviors are modifiable risk factors in people at risk of CAD, the present study aims to explore the effect of an intervention based on the social cognitive theory (SCT) on physical activity and nutritional behaviors in middle-aged population at risk of CAD in the city of Bandar Abbas. The present cross-sectional study was conducted on 519 middle-aged subjects who visited the healthcare centers in Bandar Abbas, southern Iran, in 2023. The sampling was simple randomization. The data were collected using the general physical activity questionnaire, nutritional behavior questionnaire and a questionnaire based on the social cognitive theory (SCT). Descriptive statistics were used to describe the demographic features of the sample. Pearson correlation coefficient was used to test the relationship between the variables of study. Multiple linear regression was used to test the effect of the SCT constructs on physical activity and nutrition behaviors. All statistical analyses and hypothesis testing were done in SPSS 21, at a significance level of 0.05. A total number of 519 subjects participated in this study, whose average age was 44.23 ± 7.14 years. The results of Pearson correlation test showed a statistically significant positive correlation between nutritional behaviors and the constructs of self-efficacy, collective efficacy, outcome expectations, observational learning, normative beliefs, barriers and opportunities, reinforcement and punishment, and behavioral intention. There was also a significant positive correlation between physical activity and self-efficacy, normative beliefs, social support and behavioral intention. Social support, self-efficacy, normative beliefs, observational learning, behavioral skills and knowledge were found to be the predictors of physical activity. Reinforcement and punishment, normative beliefs, collective efficacy, social support and barriers and opportunities were the predictors of nutritional behaviors in the middle-aged population. As the results of the study showed, it is suggested to increase physical activity in the middle-aged population at risk of CAD using appropriate strategies to strengthen social support through family and friends, improve self-efficacy, identify positive and negative normative beliefs. Plans should be made to improve observational learning, increase behavioral skills, and increase knowledge to improve nutritional behaviors, use appropriate strategies to provide timely and appropriate rewards and punishments, identify and strengthen positive normative beliefs, improve collective efficacy, and increase social support. To this aim, families and other individuals around the middle-aged population can help remove barriers and create opportunities.

Prenatal Nutritional Factors and Neurodevelopmental Disorders: A Narrative Review.

According to the DSM-5, neurodevelopmental disorders represent a group of heterogeneous conditions, with onset during the developmental period, characterized by an alteration of communication and social skills, learning, adaptive behavior, executive functions, and psychomotor skills. These deficits determine an impairment of personal, social, scholastic, or occupational functioning. Neurodevelopmental disorders are characterized by an increased incidence and a multifactorial etiology, including genetic and environmental components. Data largely explain the role of genetic and environmental factors, also through epigenetic modifications such as DNA methylation and miRNA. Despite genetic factors, nutritional factors also play a significant role in the pathophysiology of these disorders, both in the prenatal and postnatal period, underscoring that the control of modifiable factors could decrease the incidence of neurodevelopmental disorders. The preventive role of nutrition is widely studied as regards many chronic diseases, such as diabetes, hypertension, and cancer, but actually we also know the effects of nutrition on embryonic brain development and the influence of prenatal and preconceptional nutrition in predisposition to various pathologies. These factors are not limited only to a correct caloric intake and a good BMI, but rather to an adequate and balanced intake of macro and micronutrients, the type of diet, and other elements such as exposure to heavy metals. This review represents an analysis of the literature as regards the physiopathological mechanisms by which food influences our state of health, especially in the age of development (from birth to adolescence), through prenatal and preconceptional changes, underlying how controlling these nutritional factors should improve mothers' nutritional state to significantly reduce the risk of neurodevelopmental disorders in offspring. We searched key words such as "maternal nutrition and neurodevelopmental disorders" on Pubmed and Google Scholar, selecting the main reviews and excluding individual cases. Therefore, nutrigenetics and nutrigenomics teach us the importance of personalized nutrition for good health. So future perspectives may include well-established reference values in order to determine the correct nutritional intake of mothers through food and integration.

The Effect of a Short-Term Mindfulness Program on Motor Skills and on Psychological and Social Behavior in Preschool Children: A Randomized Controlled Trial.

We assessed the effect of a one-week mindfulness-based intervention on resilience, social behavior, and motor skills in four to five-year-old children. In this randomized controlled trial, 45 children (22 females; 23 males; M age = 4.5, SD = 0.4 years) from the same preschool were randomly assigned to three groups: (a) a mindfulness group (MG; n = 15) that participated in five 30-min mindfulness sessions; (b) a physical activity group (PAG; n = 15) that engaged in five 45-min physical exercise sessions; and a control group (CG; n = 15) that received no intervention. Training sessions were held on five consecutive days. Prior to (T0) and after the five mindfulness sessions (T1), all participants blindly completed the Movement Assessment Battery for Children-2 (to assess their motor skills), the Strength and Difficulties Questionnaire (to evaluate their behavior), and the Child and Youth Resilience Measure-28 (to measure their resilience). At baseline (T0), there were no significant differences between the groups. The mindfulness group experienced the strongest positive effects after the intervention (T1), with improvements in both motor skills and social behavior, though there was no significant effect on resilience. Our results suggest that a brief mindfulness training intervention is a promising strategy for improving motor skills and social behavior in early childhood settings.

Peran Komunikasi Orang Tua Dengan Pihak Sekolah Tadika Didik Bestari Gemilang Dalam Layanan Anak Autisme di Lembaga Pendidikan Anak Usia Dini

This research aims to analyze the role of inclusive education in optimizing the development of children with autism, with a focus on the Tadika Didik Bestari Gemilang School in Malaysia. The research method used is a case study with a qualitative approach. Data collection techniques used in this research include interviews, in-depth observations with parents and teachers and documentation studies at the research location. The data analysis technique used is qualitative data analysis technique, which includes data collection, data reduction, data presentation, and drawing conclusions. The results showed that BL, a child with autism, experienced significant positive changes in social interaction, language, behavior and fine motor skills after joining an inclusive school. Effective collaboration between parents, teachers, and special educators in schools plays a crucial role in supporting BL development. The conclusion of this research is that inclusive education not only facilitates the active participation of children with autism in the learning process, but also supports them in achieving their full potential in a supportive educational environment.

The role of physical activity in social and behavioral skills of children with autism spectrum disorder: a case-controlled study

Objectives Despite the numerous benefits of regular participation in physical activities for health and social engagement, children with autism spectrum disorder (ASD) who experience difficulties in social and behavioral skills are less likely to participate in physical activities compared to their peers. There is a need for more research on the impact of regular participation in physical activities on social and behavioral skills in children diagnosed with ASD. This study aimed to compare the social and behavioral skills of children diagnosed with ASD who participate in physical activity with those who do not. Methods The participants are parents of children diagnosed with ASD (n = 60). The study group (n = 30;12.33 ± 1.58 years) attended a rehabilitation center and a sports club, and the control group (n = 30; 12.57 ± 1.52 years) attended a rehabilitation center constituted two study groups. The Autism Behavior Checklist was used to assess the behavioral skills of children diagnosed with ASD aged 10–15, and the Social Skills Assessment Scale was used to evaluate their social skill levels based on their participation in physical activity. Results According to the analysis, statistically significant differences were found in the social skill scale and behavioral skills of children who participated in physical activity compared to those who did not. (p < .001). Additionally, the prediction of social skills’ behavior was examined by regression analysis. Accordingly, social skills predicted behaviors in the group participating in physical activity; it was found that it did not predict the group that did not participate in physical activity. Conclusions There was a difference between the behavioral and social skills of children diagnosed with ASD between the ages of 10–15 who do and do not participate in physical activity. This was an indication that physical activity was a positive aspect. It is recommended that future studies examine the effect of physical activity on children with autism more thoroughly.

ANALYSIS OF SCHOOL CURRICULA IN TERMS OF REFLECTION ON THE DEVELOPMENT OF SELF-CARE SKILLS TO MENTALLY RETARDED SCHOOL CHILDREN

A focus on self-care skills fosters an environment where all children, regardless of ability, can participate and contribute to the classroom community. The formation and development of self-care skills for children with mental retardation during school years is an important and integral part of the overall system of preparing them for study in inclusive settings, independent life and work to the possible extent.&#x0D; At the same time, literature data, work experience of teachers and special educators working in inclusive schools, as well as our observations show that for children with mental retardation, especially in the lower grades, the acquisition of theoretical knowledge and practical skills and self-care skills in various types of daily activities (game, educational, work, etc.) presents significant difficulties. The possession of these skills is important for these children not only during school but also after graduation.&#x0D; The significance of the problem under study also increases because today in Armenia the shift to inclusive education is a reality and children with various needs study together. This requires children's independence, sufficient social behavior skills, spatial orientation skills, high-quality performance and many other self-care skills in a wide variety of areas of activity. The level of development of these skills largely determines the success of inclusion and adaptation of these children among their classmates.&#x0D; Considering the above mentioned, it becomes important to study and analyze school curricula for various disciplines in grades I-IV in terms of how they reflect issues of education and the development of self-care skills for children with mild and moderate mental retardation. This will help to clarify the positive and negative aspects of these programs, the degree of their direct or indirect connection with the issues of developing self-service skills in these children, and to develop appropriate proposals for their improvement.

A Pilot Randomized Controlled Trial of Motivation-Based Social Skills Group Treatment with Parent Training.

Despite the popularity of social skills groups, there remains a need for empirical investigation of treatment effects, especially when targeting pivotal aspects of social functioning such as initiations to peers. The goal of the present study was to conduct a randomized controlled trial of a 12-week social intervention (SUCCESS), which combined an inclusive social group with a parent education program. Twenty-five 4- to 6-year-olds with Autism Spectrum Disorder (ASD) were randomized to SUCCESS (N = 11) or to treatment as usual (N = 14). Combining a peer group model with a parent training program, the SUCCESS intervention used naturalistic behavioral techniques (e.g., environmental arrangement, natural reinforcement) to increase social initiations to peers. After 12 weeks, children participating in the SUCCESS program made more frequent initiations to peers than children in the treatment-as-usual group, including more prompted and unprompted initiations to request. Additional gains in clinician-rated social functioning were observed in children randomized to SUCCESS, while differential treatment effects were not detected in parent-rated measures. However, lower baseline social motivation was associated with greater parent-reported initiation improvement. This study provides preliminary support for the efficacy of a naturalistic, behavioral social skills intervention to improve peer initiations for children with ASD. The findings suggest that using a motivation-based social skills group was effective in increasing both prompted and spontaneous initiations to peers, and highlights the need for further research into the role of baseline social motivation in predicting social skills treatment response.

Negative self-reference as a component of subthreshold psychotic symptoms in clinical high-risk youth.

Schizophrenia is a leading cause of disability worldwide; early detection and intervention are critical. Early in their illness, individuals at clinical high-risk (CHR) for psychosis have subthreshold psychotic symptoms that are often derogatory and self-directed. We hypothesized that CHR participants with negative self-reference (NSR) as a component of subthreshold psychosis would also have higher levels of social anxiety and depression, lower self-esteem and lower social/role/global functioning as compared with CHR participants without NSR. One hundred and sixty-eight participants from the National Institute of Mental Health (NIMH) funded Regroup Cognitive Behavioural Social Skills Training (CBSST) study were included. Clinical vignettes that included the Scale of Psychosis-Risk Symptoms were coded categorically to indicate whether NSR was present. t-tests were used to determine the association between NSR, symptom, and functional measures. Participants with NSR demonstrated significantly more social interaction anxiety (p < .001), negative beliefs about the self (p ≤ .001), defeatist beliefs (p < .05), depressive symptoms (p < .05) and positive symptoms (p < .005). There were no significant differences in social self-efficacy, positive or negative beliefs about others, positive beliefs about the self or psychosocial functioning between the two groups. Clinically significant differences were found between CHR participants with and without NSR, suggesting that this may be a useful factor to identify and address. Follow-up studies are needed to determine whether NSR responds to CBSST and whether or not its resolution would be associated with improvement in other symptom domains.

Mengembangkan Kemampuan Interaksi Sosial Dengan Kegiatan Renang Pada Anak Usia Dini

Social behavior skills need to be taught since children are still small. In children's social development, the interactions they have with the people around them will have a strong influence on the formation of children's social-emotional behavior. This research aims to find out how the implementation of swimming activities develops the social interaction skills of early childhood at Mutiara Bunda Kindergarten. The method the author uses is descriptive qualitative. The research subjects were group B children aged 5-6 years with social interaction objects. Data collection tools use observation, interviews and documentation. The results of the research show that children's social interaction abilities develop because children are active in swimming, moving, able to adapt, express themselves, interact with friends, thus supporting children's social interaction abilities to be good.

Avaliação do neurodesenvolvimento em crianças com sífilis congênita através do teste de Denver II

Objective: To evaluate the performance of infants with congenital syphilis from the Denver Test II. Methods: This is an epidemiological and descriptive study. Data were collected at the Aracaju Teaching Maternity in 2022 through the Denver II Test in children aged 0 to 6 years. This is a child developmental risk screening test, which includes 125 items that assess social and personal behavior, language and motor skills advocated. Results: Among the items of the instrument, there were alterations of 4 marks in the personal-social evaluation, 3 marks in the adaptive fine motor and 1 mark in language. On the other hand, there were no relevant changes in gross motor skills. The prevalence of individuals who presented a risk test on the Denver II was 80.7%, with 54.5% being male. Regarding the nutritional factor, 29.8% of the children practice family feeding. Moreover, the mothers had a mean age of 23.5 years. Most of the interviewees (61.4%) reported not having a provider and 98.2% reported maternal education, but only 8.8% had completed higher education. In the inferential statistics it was found that when there are more children in the family context the children presented later milestones. Conclusion: When performing the inferential statistics comparing the maternal variable, number of children, with the Denver II test it was found that the more children the p-value was 0.040, therefore statistically significant for delayed developmental milestones. Therefore, the Denver II scale

Evaluation of a Life Functioning Goal Attainment Psychosocial Treatment Program for Adults with Psychotic Disorders

Purpose: To determine if the use of an integrated goal attainment cognitive behavioral social skill training program can impact serious mental illness related treatment and life functioning avolition. Methods: The attendance and goal attainment progress of thirty-eight serious mental ill diagnosed adults admitted to psychiatric clinic’s integrated goal attainment cognitive behavioral social skills group training program were studied. Demographic (age, gender, race, education), clinical (psychiatric diagnosis, trauma history), and life experience (work, income, housing, relational status, friendship support, incarceration and drug arrest histories) variables were compared to identify possible program attendance and goal attainment level associations and differences. Results: Participants attended a mean of 8 program days of the 6 to 8-week program with younger and unmarried attending significantly more days than older and married participants. Greater attendance and participation rates were positively correlated with higher levels of assessed goal attainment. Conclusions: Individuals with serious mental illness conditions are likely to voluntarily attend and participate in psychosocial intervention programs focused on major area life functioning goal attainment. Higher levels of attendance and participation were associated with higher levels of short-term goal attainment. Functioning focused psychosocial interventions may be effective in reducing serious mental illness related avolition.

Big little leap: The role of transition difficulties in children's skill development during kindergarten

Considerable interest is directed to promoting children’s success as they transition to kindergarten. It is generally proposed that children who experience lower levels of transition difficulties at kindergarten entry achieve higher academic and socialemotional gains, although this premise has seldom been explicitly evaluated in tandem with children's kindergarten readiness skills. To improve understanding of the consequences of transition difficulties, this study investigated the role of transition difficulties at the child level to children's achievements at the end of the kindergarten year in a Midwestern state in the US. Results from a series of covariate-adjusted regression models showed that children who experienced less transition difficulties at the beginning of kindergarten demonstrated relatively more gains in math, reading, and social-behavioral skills at the end of kindergarten, even when controlling for kindergarten readiness skills, child and family characteristics, and classroom-level contextual factors. The findings also indicated that the associations between kindergarten transition difficulties and academic and social-behavioral skill development at the end of kindergarten did not vary by children's academic and social-behavioral skills at kindergarten entry. Taken together, these findings suggest that transition difficulties that children encounter within the kindergarten context may have significant and independent implications for children's skill development. Possible practices to ease transition difficulties are discussed.

Dynamic Regulation of brsk2 in the Social and Motor Development of Zebrafish: A Developmental Behavior Analysis.

Both social and motor development play an essential role in an individual's physical, psychological, and social well-being. It is essential to conduct a dynamic analysis at multiple time points during the developmental process as it helps us better understand and evaluate the trajectory and changes in individual development. Recently, some studies found that mutations in the BRSK2 gene may contribute to motor impairments, delays in achieving motor milestones, and deficits in social behavior and communication skills in patients. However, little is known about the dynamic analysis of social and motor development at multiple time points during the development of the brsk2 gene. We generated a novel brsk2-deficient (brsk2ab-/-) zebrafish model through CRISPR/Cas9 editing and conducted comprehensive morphological and neurobehavioral evaluations, including that of locomotor behaviors, social behaviors, and anxiety behaviors from the larval to adult stages of development. Compared to wild-type zebrafish, brsk2ab-/- zebrafish exhibited a catch-up growth pattern of body length and gradually improved locomotor activities during the developmental process. In contrast, multimodal behavior tests showed that the brsk2ab-/- zebrafish displayed escalating social deficiency and anxiety-like behaviors over time. We reported for the first time that the brsk2 gene had dynamic regulatory effects on motor and social development. It helps us understand developmental trends, capture changes, facilitate early interventions, and provide personalized support and development opportunities for individuals.

Attention deficit disorder with hyperactivity: comparative analysis of executive functions between genres based on neurofeedback training

Attention Deficit Hyperactivity Disorder (ADHD) is a neurobiological disorder that presents a characteristic pattern of inattention and/or hyperactivity-impulsivity. ADHD directly affects Executive Functions (EF), responsible for regulating social behavior and cognitive skills. In the clinical context, the symptoms can present themselves in unique ways in each patient. Therefore, we can use different approaches to evaluate these symptoms. This article aims to analyze, through the evaluation of executive functions performed through psychological tests and neurofeedback, how ADHD symptoms are presented in males and females. Psychological tests Digit Span, Corsi Cubes, Verbal Fluency and Five Digit Test (FDT) were used. In addition, a neurofeedback game that adapts the Stroop test in an interactive application was applied through a Brain-Computer Interface. A tool developed was tested with 21 children, 11 with a confirmed diagnosis of ADHD and to 10 without the presence of this disorder. Through statistical analysis, we come to establish promises. The results of the neurofeedback analysis met what is expected in the literature, which demonstrate that patients with ADHD have a greater number of slow waves and less beta waves in the prefrontal cortex or, which indicate low stimulation of the central nervous system.

Aawn: An Interactive Mobile Application for Improving the Communication Skills of Arab Children with Autism

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that causes challenges in communication and social interaction. Since there is no single treatment for autism, autistic children need extra attention from their parents or caregivers to overcome their linguistic deficiency. Scientific studies have shown that technology-based educational methods are effective and can lead to a significant improvement, especially for autistic children. In recent years, an increasing number of mobile and multimedia applications have been developed to enhance autistic children's verbal communication, emotions, social behavior, and interaction skills. However, many of these systems are either in English or in local autistic children’s native languages. Others are designed to promote specific knowledge, i.e., emotions, or are limited in their features. This paper designs and implements a prototype for Arabic mobile application, called Aawn, to help and improve Arab autistic children's, in their own language, communication and emotions, as well as educational and organizational skills. Aawn is integrated with various supporting technologies based on the Picture Exchange Communication System (PECS) and augmented with graphical features. The system is built and developed using Android Studio and various cloud-based tools. The system can be extended by artificial intelligence (AI) technologies.

Индивидуальный подход при обучении в группе навыкам социального поведения дошкольников с РАС в структуре тяжелых множественных нарушений развития

&lt;p style="text-align: justify;"&gt;&lt;strong&gt;Objectives. &lt;/strong&gt;The significant heterogeneity of mental disorders in children with severe multiple developmental dis&amp;shy;orders (SMDD) makes the development of the unified methods of psycho-educational support comprehensive issue. The goal of the article is to report the results of group social adaptation training in children of primary preschool age with autism spectrum disorders (ASD) and SMDD. Training was aimed at the development of social behavior skills with individualization of approach and differentiation of tasks for each child.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Methods.&amp;nbsp;&lt;/strong&gt;Article presents the procedure of the development of the social behavior in children from 3 to 8 years old in groups of short-term stay at the Center for Curative Pedagogics of the Pskov Region. Group work is based on the principles of a child-centered approach and the use of Special Individual Development Programs (SIDP). Methods of observation, differentiation of tasks were used to identify the individual characteristics of the child. The subject-activity approach as a special method of the development of social behavior skills was also used.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Results.&amp;nbsp;&lt;/strong&gt;The individualization of the general tasks of the SIDP which showed by the cases allows to set up specific goals for each of the participants. As a result of the individualization of tasks, a pronounced positive rehabilitation and developmental effect was observed. The reported result became possible by the step-by-step development of social behavior skills in all types of interaction between the teacher and the child.&lt;/p&gt; &lt;p style="text-align: justify;"&gt;&lt;strong&gt;Conclusions.&amp;nbsp;&lt;/strong&gt;This work demonstrates the comprehensive character of providing an individual educational track for each child. Such characteristics as the interests of participants, their opportunities and abilities and developmental aspects, manifested in a group session are declared as the important for the SIPD individualization. The importance of setting of a small, achievable goals to increase individual dynamics in the development of social skills is emphasized&lt;/p&gt;

When enactive learning went missing, vicarious learning became a must

ABSTRACT Albert Bandura’s social learning theory focused on the interaction of personal, behavioral, and environmental factors. This article honors Bandura’s legacy with the real-life application of his theories regarding modeling, enactive rehearsal, vicarious learning, and self-efficacy. Included are excerpts from a discussion of a group of teachers from a low-income school sharing their effective classroom strategies. The teachers discussed how learning has been lost due to the interruption of the pandemic. In their conversation, teachers lamented the lack of basic skills, such as using scissors, that students were missing and general social behavior skills, including sitting in a chair, when school resumed as “normal.” This article provides strategies teachers can use to teach or reteach basic skills and behaviors through conversation, modeling, observing, and setting expectations. Also included are practical examples of Bandura’s theory at work in the classroom setting.

The effect of a visual arts and exercise program on communication and social skills of students with autism spectrum disorders

PurposeIndividuals with autism spectrum disorders (ASD) present challenges in their social and communication skills such as difficulties in developing interpersonal relationships and verbal and nonverbal communication; repetitive and restricted behaviors concerning resistance to environmental change, stereotyped movements and unusual reactions to sensory stimuli; and significant delays in motor development and performance. The purpose of this study was to investigate the effect of a combined visual arts and exercise program on the communication and social behavior skills of people with ASD.Design/methodology/approachThe research was conducted in a Creative Employment Center of People with Disabilities, and the sample consisted of 18 participants with ASD divided randomly into a control group (CG) (n = 8) and an experiment group (EG) (n = 10). The Social Communication Questionnaire (SCQ) was used prior and after the implementation of the intervention program. EG participants attended an intervention program, whereas CG individuals followed their daily routine activities, and they only completed the SCQ prior and after the program.FindingsEG demonstrated statically significant improvements in communication skills and social behavior, compared to the results of the CG. Furthermore, participants with Asperger’s syndrome showed a higher improvement rate compared to participants with autism, while no statistically significant differences were noticed concerning gender and age of the participants.Originality/valueTo the best of the authors’ knowledge, this is the first paper to investigate the effect of a combined visual arts and adapted physical activity program on the social and communication skills of people with ASD.

Meeting the Needs of Children with Autism Spectrum Disorder: The Essential Role of School Social Workers

Autism spectrum disorder is a complex developmental disorder that affects a child’s social communication, behavior, and cognitive skills. This article reviews current literature on Autism spectrum disorder and the challenges that children having this disorder face in schools. It also examines the role of school social workers in providing support and intervention for children with Autism spectrum disorder, including individual and group counseling, family support, and collaboration with teachers and other professionals. The article emphasizes the importance of supporting autistic children in the school context and the necessity of a multidisciplinary approach that includes the involvement of school social workers. The findings of this study suggest that school social workers play a critical role in promoting the academic, social, and emotional well-being of children with Autism spectrum disorder in the school environment and can contribute to the better outcomes for these students.