@article{ISI:000432354700015,
title = {Preschool Special Education Teachers' Perceptions on Social Skills of
Children with Autism Spectrum Disorders},
author = {Joanna Hie Ping Ting and Kee Jiar Yeo},
doi = {10.1166/asl.2018.11914},
issn = {1936-6612},
year = {2018},
date = {2018-01-01},
journal = {ADVANCED SCIENCE LETTERS},
volume = {24},
number = {1},
pages = {44-47},
publisher = {AMER SCIENTIFIC PUBLISHERS},
address = {26650 THE OLD RD, STE 208, VALENCIA, CA 91381-0751 USA},
abstract = {Social deficit is among the most common symptoms of children with Autism
Spectrum Disorders (ASD). Children with ASD display a vast heterogeneity
of social skill deficits depend on their severity of disorders. Deficits
in social skills have adverse effects on their performance and hinder
their participation in classroom activities. This study is aimed at
investigating the perceptions of preschool special education teachers on
social skills of children with ASD. A semi-structured interview was
conducted in one preschool involving three special education teachers.
The data from the interviews were transcribed using Nvivo11. Findings
from this study showed a few common characteristics associated with ASD,
namely avoidance of eye contact, limited social initiation, poor joint
attention, decrease in social communication and lesser playing skills as
compared to their peers. The analysis leads to the conclusion that ASD
displayed several social skill deficits such as impairment in social
communication, having a ``not so well-developed'' or lack of Theory of
Mind (ToM), appropriate gestures, and lack of social play skills.
Teachers interviewed suggested that early interventions should be
implemented in the early years of ASD childhood to improve their social
skills.},
note = {International Conference on Social Sciences and Education (ICSSE),
Bandung, INDONESIA, NOV 21-23, 2017},
keywords = {ASD, Preschool Teacher, Social Skills, Special Education},
pubstate = {published},
tppubtype = {article}
}