Introduction
Autism Spectrum Disorder (ASD) affects children across various developmental domains, making it difficult for them to acquire essential life skills such as personal hygiene, communication, and self-care. Life skills are crucial for fostering independence, self-reliance, and overall well-being, particularly in children with autism. In this blog post, we explore a groundbreaking study titled “The Effect of a Program Based on Educational Games with Extra-Curricular Activities in Developing Some Life Skills for Children with Autism Disorder,” published in September 2024 by Afrah Yassin Mohamed and Haunaz Ali Ahmed. This research sheds light on how an innovative program combining educational games and extra-curricular activities can significantly enhance life skills in children with autism.
Research Objective
The primary aim of this study was to develop and evaluate a specialized training program based on educational games and extra-curricular activities to promote life skills development in children with autism aged 5 to 7 years. The researchers wanted to determine whether this program could positively affect the children’s adaptive behaviors and self-care skills, equipping them to become more independent in their daily lives. The hypothesis was that such a program would lead to substantial improvement in key life skills, particularly those related to self-reliance and personal safety.
Study Design and Methodology
The study adopted an experimental design involving a single group of 10 children (7 boys and 3 girls) diagnosed with ASD. These children were selected from both public and private autism centers in Erbil, Iraq, during the 2020-2021 academic year. The age range of the participants was 5 to 7 years. The selection of children ensured homogeneity across various factors like height, weight, socioeconomic background, parental education level, and adaptive behavior, ensuring that any observed improvements could be attributed to the program itself and not external factors.
The training program comprised 21 sessions over a period of two months, with three sessions held per week. Each session was structured around general and specific objectives that aligned with developing particular life skills. Additionally, three extra sessions were devoted to applying adaptive behavior scales, which helped track the children’s progress and assess the overall impact of the intervention.
The Role of Educational Games and Extra-Curricular Activities
The training program incorporated two primary elements: educational games and extra-curricular activities. Both components were designed to engage the children in a way that encouraged learning while maintaining their interest.
- Educational Games: These games were chosen based on their relevance to essential life skills such as eating, drinking, washing, and dressing. By incorporating these games into the sessions, children were introduced to tasks in a fun and interactive environment, reducing anxiety and promoting engagement. For example, children learned how to eat independently by playing games that required them to use utensils, pour drinks from a cup, or serve themselves.
- Extra-Curricular Activities: The extra-curricular activities were aimed at reinforcing personal safety and autonomy. These activities simulated real-world scenarios where children needed to make safe and independent choices. For instance, children were taught how to safely cross the street, avoid dangerous objects like sharp tools or electrical outlets, and maintain personal hygiene by practicing hand washing and face cleaning.
The program emphasized gradual learning through repetition and positive reinforcement, two techniques known to work well with children diagnosed with autism. Repetition helped reinforce the skills being taught, while positive reinforcement encouraged the children to continue practicing those skills.
Parental Involvement
A key aspect of the program was the involvement of parents in reinforcing the life skills taught during the sessions. Parents were given the tools and guidance to practice these activities at home with their children, ensuring consistent exposure and practice. This collaboration between the school and home environment was vital to the success of the program. The researchers kept in regular contact with the parents to monitor progress and offer advice, further strengthening the outcomes.
Life Skills Scale: Measuring Progress
To assess the impact of the intervention, the researchers developed a Life Skills Scale based on previous studies on autism and life skills. The scale included 40 items, each designed to measure a specific life skill such as:
- Eating and Drinking: Using utensils, drinking from a cup, and serving food.
- Personal Hygiene: Washing hands, washing face, and brushing teeth.
- Dressing and Undressing: Putting on and taking off clothes and shoes.
- Personal Safety: Avoiding dangerous objects, following safety rules, and understanding personal boundaries.
These 40 items were informed by earlier research, including studies by Bayoumi (2008), Hassan (2014), and Al-Bawab (2018), all of which had explored life skills in children with developmental disorders. The researchers administered this scale before and after the program to measure any changes in life skills proficiency.
Results: Significant Improvements in Life Skills
The results of the study indicated a statistically significant improvement in the children’s life skills following the intervention. The most notable areas of progress were:
- Eating and Drinking: After completing the program, the children showed marked improvements in using utensils and drinking independently from a cup. They were able to hold a spoon, scoop food, and bring it to their mouth without spilling, which was a major step toward self-reliance.
- Personal Hygiene: The children demonstrated increased independence in washing their hands and faces, as well as using soap and drying themselves. These skills are crucial for preventing illness and maintaining cleanliness, both of which are important for health and well-being.
- Dressing and Undressing: Although some challenges remained, particularly with sensory issues related to specific types of clothing, the children improved their ability to put on and take off clothes, shoes, and accessories. The study noted that some children were resistant to changing clothes, a behavior linked to their sensory sensitivities.
- Personal Safety: Children learned to recognize and avoid dangerous objects, such as electrical outlets and sharp tools. They also demonstrated improved road safety skills, such as looking both ways before crossing a street, and avoided putting hazardous items like cleaning products in their mouths.
The researchers used a t-test to compare the pre- and post-program results, and the data showed a significant difference between the two measurements, confirming the program’s success. The Eta-squared statistic indicated a large effect size, underscoring the substantial impact of the program on developing life skills.
Challenges and Areas for Further Research
While the program was largely successful, some areas still posed challenges. For instance, despite improvements in other areas, dressing and undressing remained difficult for some children, especially those with sensory processing issues. This resistance to certain fabrics or types of clothing suggests the need for additional interventions targeting sensory sensitivities in children with ASD.
Moreover, while the children improved in following safety rules, the researchers noted that more emphasis could be placed on teaching children how to respond in emergency situations, such as fires or medical emergencies. Future research could explore methods to teach these complex life skills more effectively.
Conclusion: A Promising Approach to Life Skills Development
The study concluded that educational games and extra-curricular activities significantly enhanced life skills in children with autism. The combination of engaging, structured activities and parental involvement proved to be a successful strategy for helping children become more independent in their daily lives. The program’s success highlights the potential for broader implementation in schools, therapy centers, and home environments, where children with autism can continue to build essential life skills.
Recommendations for Educators and Parents
- Teacher and Parent Training: The researchers recommend that teachers and parents receive regular training on how to use educational games and extra-curricular activities to promote life skills in children with autism. Workshops and seminars can help spread awareness and provide practical guidance.
- Integrating Life Skills into Daily Routines: Parents should integrate life skills training into their children’s daily routines at home. Consistent practice, combined with school-based programs, can help reinforce these skills and ensure long-term success.
- Further Research: Additional studies should be conducted to assess the long-term impact of such programs and explore new ways to overcome the sensory challenges faced by children with autism, particularly in areas like dressing and undressing.
Final Thoughts
Educational games and structured activities have proven to be effective tools for developing life skills in children with autism. This study is a significant step forward in finding innovative, interactive ways to address the unique challenges faced by children with ASD. As more research is conducted and programs like this are refined, we can hope to see even greater improvements in the lives of these children, helping them achieve independence and a higher quality of life.
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