Estrategia metodológica en habilidades sociales para el mejoramiento del rendimiento académico en el trastorno del espectro autista

Abstract

Currently, the stimulation of children from an early age has been prioritized in order for their performance and performance in future years to be adequate, the school stage is essential for children to initiate and develop their cognitive and social skills, highlighting that since their schooling, social skills are a priority for a good performance in the classroom, because these are evident in the behavior of the child in various situations of daily interaction such as interaction with the educator and peers, However, when the child's development is compromised with a previous diagnosis of Autism Spectrum Disorder (ASD), these skills are not developed and prevent an adequate participation in the classroom, significantly affecting their academic performance, which is measured in preschool children by their independence, their adequate adaptation to the study area, the reflected learning and their good interpersonal relationship with their educational community. This scientific research examines the relevant indicators about social skills and their direct consequence in the academic performance, with the objective of providing an answer to the educational need of a single case-study of a little girl with ASD legally enrolled in the 2021-2022 school year of the Private Educational Unit "Mi Mágico Mundo" considering the performance of social skills in it. The research developed is of an applicative-descriptive type. The main technique used was direct observation and interviews with parents and educator, which allowed describing the research development process. As a result of this study, the benefit of the application of a methodological strategy in social skills for the improvement of classroom performance was evidenced. Therefore, the effectiveness of the strategy is a responsibility and commitment of the teacher to achieve an effective result.