The Use of Play-based Approach in Monitoring the Social Communication Skills of a Child with Autism Spectrum Disorder

Abstract

INTRODUCTION

The case focuses on the use of play-based approach in monitoring the social communication skills of a child with Autism Spectrum Disorder. It is a fact that understanding the condition of a child with Autism Spectrum Disorder is one of the ways to manage the condition. This study is vital to both parents and teachers on awareness of the symptoms and how the symptoms affect the child's ability to function at home, in school, and in social situations. This will also lead to the development of the child's language/communication skills, adaptive behavior, socio-emotional, and psychomotor skills.

METHODS

Several methods were used in the conduct of this caseload. First, home tutorial was given to the child which integrates play-based approach and direct instruction. Modelling was also used to teach the behavior by performing the act while the child observes. In addition, social stories and social skill picture stories were also used to reinforce positive behavior. Lastly, an Individualized Education Plan (IEP) was designed to cater to the needs of the child both in academic areas and adaptive skills. There were two test formal assessment measures administered by the psychometrician and developmental pediatrician and five non formal assessment measures in this caseload.

RESULTS

Many strategies applied to the child perceived some significant problems with the social communication skills, adaptive skills, and socio-emotional skills. Regression of the cognitive, socio-emotional, language and psycho motor ability were likely to happen when the educational intervention suddenly stopped. Most of the child's skills in academics are deviant or splinter skills but not functional so we should consider that we are not after academic skills but more on functional skills.

DISCUSSIONS

The interventions like the play-based approach and direct instruction were complex in giving educational support. Since the child has comorbidity of mental retardation and autism spectrum disorder, there should be thorough assessments and procedures by the specialists. Innovations with the strategies and resources will help the child learn and follow the basic skills. Sensory seeking behavior must also take into consideration. The results demonstrate the need for consistent modification developing social communication skills so with addressing the educational needs of a child with this condition.