The Effectiveness of Play-Based Integrated Educational Units in Developing Social Interaction among Children with Autism Spectrum Disorder Aged 6–10 Years in the School Environment

Abstract

This study aimed to investigate the effectiveness of an educational program based on the use of integrated play in developing social interaction among children with Autism Spectrum Disorder (ASD) aged 6–10 years. To achieve the objectives of the study, a quasi-experimental one-group design was adopted. The study instruments consisted of the proposed educational program and a social interaction test. The study sample comprised eight children, who were randomly selected.

The results showed that the overall effectiveness of the proposed educational program was high. The findings also revealed statistically significant differences between the scores of the experimental group on the pre- and post-administrations of the social interaction test, in favor of the post-test, indicating the effectiveness of the program in developing social interaction among the participating children.

In light of these findings, the study recommended the importance of employing structured and guided play as an engaging and interactive educational approach that supports the holistic development of children with ASD, enhances their social skills, and promotes their successful integration and positive interaction within the school environment.