Introduction
Social communication, speech, and behaviour in autism spectrum disorder (ASD), a complicated neurological condition, are all altered. The best approach for autism support is the individualized method since autism types behave differently. We will analyze the effect of two autism-specific techniques and programs through this evidence-based research, which is our major intention. The studies will examine their effectiveness for autistic individuals and their loved ones.
We have decided to focus on two essential areas of intervention: “Communication Skills and Their Significance” and “The Role of Social Support Networks in Raising Awareness and Addressing Bullying”. Our mission is to provide a multi-dimensional picture of the pros and cons of various approaches and intervention strategies. The research base, applying recommendations to autistic individuals, and person-centred principles are expected to be covered by the report. Ultimately, we hope to arrive at guidelines that will support autistic people in self-determination and optimize their outcomes regardless of the context.
The Communication Skills and Why They Are Important
Effective communication is the key to making requests, dealing with the complexity of social relationships and building deep relationships with others. What is learnable for autistic individuals, who usually struggle with verbal and non-verbal cues, is good communication skills (Febriantini, 2021). These skills play an important part in their lives and make it possible for them to participate in the society that they live in.
Fundamental to the all-around development of autistic people, I decided to study it. Communication skills don’t just open doors; they create an environment of independence and collaboration at all levels. We will now search out the venues that will make autistic people socialize differently and with their surroundings by exploring the interventions that focus on developing a person’s communication skills.
Evaluation
Person-Centeredness Suitability
Person-centeredness is shown through communication skills training programs by respecting the different wants, skills, and strengths of each person being trained. They are customized according to the styles and sensory preferences of individuals with autism rather than using a one-size-fits-all approach (Moody, 2020). Such programs target individuals to become skilful in communication, creating a world of autonomy and self-determination through recognizing and appreciating their uniqueness.
Evidence and Research Support
Many studies evaluating communication-based therapies for autism confirmed that they effectively improved communication skills across different age groups and skill levels. For example, Applied Behavior Analysis (ABA) is a science-backed intervention modality that scientifically analyzes behaviour and implements evidence-based interventions to effect behavioural change. The communication process in ABA is based on structured teaching methods, reinforcement techniques, and systematically applied prompts for attaining specific communication goals (Chung, 2024). Studies have consistently shown that ABA therapy is effective in treating autistic people. The results encompass improved expressive and receptive language functions, social communication competencies, and pragmatic language skills.
The next study established that the Picture Exchange Communication System (PECS) is a communicative intervention that targets people with speech issues to foster clearer speech. Due to the utilization of picture cards and visual aids, the PECS approach develops expressive communication. According to the studies, PECS enhanced the communication capacity of people with autism (Omer, 2022). These language skills allow students to describe objects, make requests, give labels, and start social interactions.
Eventually, social stories are narrative-based interventions that guide people with autism about social contexts, concepts, and norms. They provide a clean set of social behaviours, hinting, and conduct for each social situation (Forbes, 2024). Studies have incessantly proved the worth of social story methods in which autistic persons experience better social understanding, social skills, and social communication abilities.
Lastly, the communication techniques are confirmed by many scientific studies. Apart from many other workable strategies, applied behaviour analysis (ABA), picture exchange communication systems (PECS), and social stories can develop communication skills and enhance social intercourse for people with autism. They not only help autistic individuals grow but also develop by providing them with effective platforms and ways of communicating in different situations.
The objective of the Strategy
The main aim of communication training for people with ASD is to provide them with the necessary skills to interact, network, and participate in interactions. These programs use various communication strategies and tools that enhance social skills, self-esteem, and individual wellness (Øzerk, 2021). This is significant because, as a young adult, one gets to make friends, join the workforce and contend with societal rights and responsibilities.
Current Relevance
These programs provide opportunities for communication that rely on the theories and guidelines currently accepted in the field of autism intervention. These research activities and developments continually expand and multiply the number of effective communication strategies for people who are autistic. New technologies, such as mobile apps and augmentative and alternative communication (AAC) devices, offer innovative solutions for promoting social engagement and communication development. Finally, the fact that the services and treatments are intended to work in real life makes it inevitable to take into account the perspective of autistic people and their families in both planning and delivering the communication treatments.
Recommendation
Yet another idea is to set up peer mentorship programs in schools and communities and encourage the establishment of speech clubs. People with no Autism are matched in the mentorship programs with autistic people to offer social interaction, practice communication, and support and assistance (Zavaleta,2020). These initiatives can make the surroundings more inclusive and friendly, limit social isolation, and provide the chance to develop healthy relationships. When they interact with a neurotypical individual, people with autism will try to improve their social skills by being a part of an atmosphere that is friendly and supportive, giving them good self-esteem and social skills. On the other hand, peer mentorship programs also help those who are not afflicted by autism to learn more about this condition, to have empathy and understanding, and to get advanced leadership and communication skills. Peer support and communication skills also help promote inclusion and social engagement.
Social support is the surest way to create awareness and prevent bullying.
Social maintenance is important in creating autism inclusion, acceptance, and well-being. Creating safe environments will reduce the odds of bullying and help build positive social ties. I chose to be engaged in this area because it promotes the development of a tolerant society for autistic.
Evaluation
Person-Centeredness Suitability
The social and emotional needs of the individual are covered in the social support programs to know their strengths and weaknesses. These programs create warm, tolerable, and non-judgmental places where the person stands at the centre of everything. The main task is to assist individuals with autism in developing social interactions that are as real as possible and allow communication-based on personal preferences and comfort zones instead of imposing a standard way of dealing with problems (Cook, 2020). Social support programs are guided by person-centred principles and value neurodiversity, as well as the empowerment of self-determination.
Evidence and Research Support
The actuality is that social support programs are not only for autistic people, who feel more self-confident but also for reducing bullying against them. Some effective techniques that foster healthy social integration and produce positive social outcomes for people with autism are peer mediation, social skills training, and inclusion programs (Bernstein, 2021). Bernsteinentions provide the space to develop the skills and individual attention to answer the peculiar social obstacles that autistic people face. Over the years, multiple studies have found positive impacts of such programs in terms of better social relations, less social isolation, and more social skills. It became clear that early intervention and continuous support are essential factors while the negative impact of bullying and social exclusion is prevented (Bernstein, 2021). Social support programs can dramatically improve the social status and quality of life of autistic people through the promotion of social integration and inclusion, as well as working early and long term.
The objective of the Strategy
Social support resources aim to stop bullying and social exclusion by creating communities that value neurodiversity and acceptance through inclusive outreach programs. These initiatives aim to boost the well-being and quality of life of autistic people and promote an environment where opportunities for social interactions and connections are encouraged. They try to build a social structure in which autistic people are included, and they show their unique talents and attitudes (Boswell, 2020). Another way social support programs try to eliminate myths and establish a culture of acceptance and comprehension in the neighbourhoods, schools, and workplaces is by educating the major players.
Current Relevance
The existing autism intervention research outcomes and current best practices can be used as a reference for social support programs. Therefore, periodic upgrades and modifications are necessary to remain relevant and tackle the evolving demands of autistic people and their families. We believe in evidence-based programs and innovative methods for social support programs as the concept of autism evolves. This may entail technological usage to implement the programs, integrate the community resources, and collaborate with collaboration partners to ensure that interventions are culturally sensitive and fit for the autistic community. Through this, social support programs would align with autistic people’s challenges and autistic individuals would fully integrate and feel included in society.
Recommendation
The key recommendation for improving social support services for people with autism is to concentrate on the continuous professional development of teachers, care staff, and community members who support those with autism. The main purpose of this training is to foster a mental condition where participants can acquire knowledge about autism and the required skills to deal with the social problems and complex situations that autistic people tend to face. The training courses should address the following aspects: social communication differences, autism awareness, evidence-based social skills therapies, designing inclusive environments, and bullying and social exclusion (Simpson, 2022). Moreover, it should encourage training, practice, and networking between different stakeholders. This could eventually enhance the efficiency of educational measures. Through ongoing learning and training, community members, caregivers, and educators may gain more empowerment.
Reflection
Whilst reviewing, I realized that there are many personalized approaches to supporting autistic people and their families that are very important. The effectiveness of many different strategies and programs that promote the quality of life and welfare of people with autism has been realized through robust research and investigation of their working mechanisms. On the other hand, the more time I gave to the fact that every event that needed my attention demanded a critical understanding of individuals and their tastes, the clearer it became. There should be room for autism intervention to be adjusted because autism is a spectrum condition that covers a wide range of experiences in the community.
Moreover, the other consequence is that the autism intervention is dynamic, requiring regular follow-up and strategy development to become effective. These pilot projects have shown their potential, but many obstacles and restrictions must be overcome to design a truly supportive and inclusive environment. This, however, can present cultural differences and barriers to access, as well as the fact that the global field of best practice and research is always changing.
The next part involves researchers who develop new tactics and treatments that comprehensively meet the needs of autistic people in any setting. Our future desires to see a society where those with diverse neurological conditions can live and achieve their goals could be realized if we develop a more curious and communicative culture.
Conclusion
Throughout this assignment, I have expanded my horizons and thought differently as I understand autistic individuals’ peculiar and complicated needs. My in-depth exploration of tactics and programs to uplift our area has introduced me to the value of people in creating welcoming and supportive environments. I will use the assessment results below to inform my professional practice. I dedicate all my efforts to endorsing customer-oriented services designed for each customer’s needs, preferences, and strengths. Furthermore, I also comprehend the critical contribution of ongoing learning and cooperation in developing improved approaches and accomplishing positive outcomes for autistic individuals and their families across all areas of life. Empathy, inclusiveness, and continuous personal development will help me to facilitate autism support and advocacy programs in such a way that autistic people will live well and meaningfully in society.
References
Birnschein, A. M., Paisley, C. A., & Tomeny, T. S. (2021). Enhancing social interactions for youth with autism spectrum disorder through training programs for typically developing peers: A systematic review. Autism Spectrum Disorder Research, 84 (101784).
Boswell, R. S. (2020). Art and culture are essential components of a community’s identity.
Chung, K. M., Chung, E., and Lee, H. (2024). Behavioral interventions for autism spectrum disorder: a brief summary and instructions focusing on applied behavioural analysis (ABA). Korean Academy of Child and Adolescent Psychiatry, Journal of, 35(1), 29.
Cook, A., Ogden, J., & Winstone, N. (2020). The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group. Autism, 24(8), 2178–2189.
Febriantini, W. A., Fitriati, R., & Oktaviani, L. (2021). Investigation of verbal and nonverbal communication in the case of autistic children. Journal of Research on Language Education, 2(1), 53–56.
Forbes, A.S., and Yun, J. (2023). Visual aids for autistic children in sports. Adapted Physical Activity Quarterly, 1 (aop), 1-26.
Moody, C. T., & Laugeson, E. A. (2020). Social skills training across the course of autism spectrum disorder. Psychiatric Clinics, 43(4), 687–699.
Omer, Y. & Malo, S. (2022). The influence of picture exchange communication systems on nonverbal communication. Humanities Journal of University of Zakho, 10(4), 1181-1192.
Özerk, K., Özerk, G., & Silveira-Zaldivar, T. (2021). It is very important to help children with autism acquire social skills and social competence. International Electronic Journal of Elementary Education, 13(3), 341-363.
Simpson, K., Adams, D., Manokara, V., & Malone, S. (2022). Research and training priorities for staff assisting people having intellectual disabilities who are with autism or not Journal of Policy and Practice in Intellectual Disabilities, 19(3), 277-287.
Zavaleta, A. C. G. (2020). The impact of social integration on the part of the neurotypical student (Doctoral dissertation, Dissertation, Dominican University of California).
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