EFFECTIVENESS OF EARLY INTERVENTION IN DEVELOPING COMMUNICATION AND LANGUAGE SKILLS AMONG PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER AND ITS RELATIONSHIP TO TEACHER COMPETENCE

Abstract

This study aims to examine the effectiveness of early intervention in developing communication and language skills among preschool children with Autism Spectrum Disorder (ASD) and its relationship to their teachers’ competence. The research involved a sample of children with autism, their parents, and teachers from selected educational institutions. Various early educational intervention programs were implemented to enhance verbal and non-verbal communication and social language skills.

The findings revealed significant improvements in the communication and language abilities of children who received early intervention. The early educational programs positively impacted children's expressive language, comprehension, and social interaction. Moreover, the study demonstrated that teacher competence plays a crucial role in the success of these interventions, with experienced and specially trained teachers being more effective in supporting children’s skill development.

Based on these results, the study recommends strengthening specialized teacher training programs in autism education, alongside developing integrated early intervention programs tailored to individual differences among children. Additionally, the research emphasizes the importance of collaboration between families and teachers to achieve optimal outcomes in communication and language development.

This study highlights the importance of early intervention in enhancing the quality of life for children with autism by improving their linguistic and social abilities, thereby facilitating better integration into society and educational settings.