ASSESSING THE IMPACT OF EARLY BEHAVIORAL INTERVENTIONS ON SOCIAL SKILL DEVELOPMENT AND SPEECH DELAY REDUCTION IN CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD)

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental condition that is characterized by the inability to cope with social interaction and communication development, as well as speech development. Although it is well known that early behavioral interventions can positively affect developmental outcomes, evidence is still lacking to assess their combined effects on the development of social skills and the reduction of speech delay. The research is planned as a quasi-experimental pre-post intervention study to determine the efficacy of early behavioral interventions on children with ASD. Purposive sampling technique is used to select a sample of 40 children aged 2 to 6 years with an ASD diagnosis. The research is carried out in special education facilities, children's rehabilitation clinics, and autism treatment facilities. The research time span is six months, comprising baseline assessment, implementation of intervention, and post-intervention evaluation. Outcomes are measured with standardized measures (Social Responsiveness Scale, SRs), Vineland Adaptive Behavior Scales, VABS; and the Preschool Language Scale, PLS, and structured questionnaires administered to the caregivers. A comparison between pre-intervention and post-intervention scores is conducted to assess the improvement in social skills, communication skills, and development of speech. The results should indicate significant positive changes in social activity and language performance after early behavioral interventions, which underline the significance of timely and organized therapeutic interventions in the treatment of ASD children.