ผลของโปรแกรมการมีความสนใจร่วมกันร่วมกับการใช้เว็บแอปพลิเคชันและครอบครัวมีส่วนร่วมต่อทักษะการสื่อสารทางสังคมของเด็กออทิสติกวัยก่อนเรียน

Jutamat Thumchaloemchaisakun; Sunisa Suktrakul

Authors

Jutamat Thumchaloemchaisakun Faculty of Nursing, Chulalongkorn University
Sunisa Suktrakul Faculty of Nursing, Chulalongkorn University

Keywords:

preschool children with autism spectrum disorder, social communication skills, joint attention, family involvement, web-based learning application

Abstract

This study employed a quasi-experimental two-group repeated measures design. The objectives were to compare the social communication skills of experimental group for preschool-aged children with autistic spectrum disorder (ASD) at three time points, before the intervention, after intervention, and two weeks post-intervention, and to compare the social communication skills between the experimental and control groups. The sample consisted of 40 children, aged 3 - 6 years, who had been diagnosed with ASD by physicians according to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), and were receiving inpatient services at Rajanukul Institute along with their families. The experimental group received a joint attention program integrated with a web application and family involvement, in addition to routine nursing care, while the control group received only routine nursing care. Research instruments included: 1) A joint attention program incorporating a web application and family participation, comprising six activities over three weeks (two sessions per week, each lasting 60 - 90 minutes); 2) The Social Communication Checklist; and 3) The Joint Attention Protocol. Data were analyzed using Repeated Measures ANOVA and planned comparisons, with statistical significance level at .05.

The results indicated that preschool-aged children with ASD in the experimental group had significantly higher social communication skill scores immediately after intervention and two weeks post-intervention compared to their pre-intervention scores (p < .05). Additionally, their scores at both post-intervention time points were significantly higher than those of the control group (p < .05).

The findings of this study indicate that the joint attention program with web application and family involvement can enhance social communication skills in preschool-aged children with ASD.
The program is therefore recommended for implementation in early childhood development centers or specialized service centers for children with special needs.

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