Manejo de habilidades sociales en niños con trastorno del espectro autista en una institución educativa de Guayaquil

Abstract

The Project focused on managing social skills in children with autism spectrum disorder in an educational institution in Guayaquil. The primary objective was to develop effective intervention strategies to improve these skills within the school context. The sample consisted of seven students diagnoses with ASD and seven teachers, all selected from an educational institution in northern Guayaquil. Observation tools and interviews were used to identify the individual needs of the students, assess their communication skills, and develop an intervention guide to assist teachers in managing these social skills. The applied methodology was qualitative in nature, allowing for an in-depth exploration of the participants experiences and perspectives. The project aimed not only intervene directly with teachers and, to a lesser extent, students but also to promote an inclusive teaching model that can be replicated in other institutions. The results underscored the importance of collaboration among schools, families, and professionals, highlighting the need for a personalized approach for each child. Although some students showed progress in their social skills, significant challenges remain, particularly in adapting teaching strategies to meet their specific needs. In conclusion, this project reaffirms the importance of inclusive and adaptive education, establishing a solid foundation for future interventions in similar educational contexts. The recommendations derived from this experience can be applied to improve educational practices and more effectively support children with ASD in their social and emotional development.