Social skills and ASD students: a systematic review of intervention programs in early childhood education.”
DOI:
https://doi.org/10.55040/08cmfa63Keywords:
early childhood education;, autism spectrum disorder, school , social skills, programs , interactionAbstract
Children with autism face significant challenges in developing social skills and exhibit persistent patterns of behavior that affect their ability to communicate and interact with their immediate educational environment. Given that these skills are fundamental for effective inclusion in the classroom and for their overall development, this study is based on the need to identify pedagogical strategies that promote such inclusion from an early age. The objective is to examine the strategies used in intervention programs aimed at strengthening social skills in autistic children in early childhood education contexts, specifically in the first cycle. To this end, a systematic review of the scientific literature was conducted following the PRISMA protocol. The search was carried out in the Web of Science (WOS) and Scopus databases, yielding a total of 258 articles. After applying previously defined inclusion and exclusion criteria, 15 studies were selected for final analysis. The results reveal that the programs employ various teaching strategies such as play, dialogue, guided conversation, the use of concrete materials, dramatizations, peer mentoring, role-playing, and the use of puppets or marionettes. Among these, the most frequently used strategies are play, dialogue, and fluid communication, demonstrating their effectiveness in the development of social skills within the early childhood education classroom
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