Implementation of parent-assisted children’s friendship training to address social skills, friendship quality and loneliness in children with autism spectrum disorder
The implications of social skills intervention on peer acceptance, friendship quality, and loneliness among children with autism spectrum disorder (ASD), which remains under-examined, must be thoroughly explored. Although CFT collectively addresses social etiquette and behavioural rules, the perc...
Saved in:
| Main Author: | |
|---|---|
| Format: | Thesis |
| Language: | English |
| Published: |
2022
|
| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/113831/1/113831.pdf |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | The implications of social skills intervention on peer acceptance, friendship
quality, and loneliness among children with autism spectrum disorder (ASD),
which remains under-examined, must be thoroughly explored. Although CFT
collectively addresses social etiquette and behavioural rules, the percentage of
parents with ASD children adopting this strategy is under 25%. The CFT
administration and scholars in collectivist countries (Malaysia) relatively
disregard parents’ perceptions and experiences.
This mixed-method study gathered data with a one-group pre-post-test design
through questionnaires pre- and post-intervention. Thirty ASD participants (three
females and 27 males) between seven to 12 years old were selected through
criterion sampling with inclusion and exclusion criteria. Their subjective views
were qualitatively obtained. A semi-structured interview was conducted in a
focus group comprising six mothers and two fathers (post-intervention).
Concurrently, a 12-session parent-assisted CFT was performed for children and
parents. Lessons were practised in multiple settings after each 60 minutesession
with parental supervision and guidance.
Data analysis with a paired sample t-test revealed statistical significance for
social skills based on parent evaluation (t (29) = -4.01, p =.000; d = 0.88).
Teacher evaluation [t (29) = -4.12, p = .000; d = 0.85], friendship quality -
disengage [t(29) = 4.97, p =.000; d = 0.92], and friendship quality - conflict [t(29)
= 4.33, p =.000; d = 0.92] reflected statistically significant differences in pre- to
post- parent-assisted CFT. No statistical significance was identified for friendship
quality-engage [t (29) = -0.14, p = .891; d = 0.92] and loneliness [t (29) = 0.40, p
= .693; d = 0.06].
Parents’ initial CFT experiences were thematically analysed. The parents, who
initially hesitated to conduct this training, experienced learning, awareness, and
adjustment processes and specific barriers: time commitment, inadequate
resources, personal challenges, invited parents’ rejection, and insufficient time
and practice for weekly task completion. The social and physical complexities
resulting from collectivism were resolved through facilitation, advocating the
importance of CFT, and support. Quantitative and qualitative data were reported
narratively with contiguous approaches during interpretation and reporting.
The ASD children experienced social skills (friendship-building) through parentassisted
CFT. These play-based skills, which teach social (friendship-building)
and step-by-step CFT techniques with trainers’ and parents’ support, parallel
socio-culturist Vygotsky's Zone of Proximal Development (Vygotsky, 1987) and
the frameworks underpinning Model of Skills Components Underlying Overt
Behaviour (Furman, 1984) and Process-oriented Approach (Taylor & Asher,
1984).
The outcomes characterised parents’ experiences and processes during the
CFT sessions for stakeholders to aid parental participation and ASD children’s
successful friendship development. Parent-assisted CFT implications on
improved social skills, disengagement, and conflict behaviour in friendship
quality are also empirically supported. Locally, parent-assisted CFT did not
influence ASD children’s engagement behaviour, friendship quality, or loneliness
reduction.
Overall, parent-assisted CFT is a reference for evidence-based intervention to
address social competence deficiencies among Malaysian ASD children and
their parents’ psychological process, challenges, and adjustments to complete
parent-assisted CFT. Stakeholders should also address ASD children’s social
abilities and parental engagement in CFT to customise parent-assisted CFTbased
programmes, tools, and activities and improve Malaysian ASD children’s
life quality. |
|---|