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Figure 1. The overall system diagram.
Figure 1 shows the overall system framework of this study. The system framework shows that
this system is consists of 1. Virtual Reality Emergency Response System, the virtual reality learning
system with Emergency Response content 2. A Personalized Learning Environment is a system that
handles the learning diagnostic and provides a personalized learning experience 3. Users, there are three
main roles of users in this system which are (1) the emergency operators that relate with the emergency
response handling (e.g. policeman, fireman, local officers, and more), (2) Factory workers who are most
likely to have a chance to face with the emergency situations like fire accident and chemical leaking in
the factor (3) University students whose major or program are relates with emergency response training.
4. Learning efficiency and learning engagement are the outcomes that are expected to be improved
among the participants after using the proposed system.
A Virtual Reality Emergency Response System is a VR learning system that provides a
learning content, scenario, learning path, guidelines, and feedbacks that the learners can interact with.
For example, the learner can practice dealing with the fire using an extinguisher through the immersive
learning environment with Head-Mounted-Device (HMD) with a Bluetooth controller. Another
example of the learning scenario is that the learner will be provided with an emergency situation like an
oil truck crashed accident and the learner has to analyse the situation whether that should be done first
between dealing with the leaking dangerous chemical and zoning the dangerous situation to prevent the
people from accessing the high-risking zone. Moreover, the interaction behaviour of the learners will be
kept in a cloud database and used in the diagnostic and personalization later.
The Personalized Learning Environment is the logic of the system that will handle the learning
behaviour of the learners which is stored in the cloud database, by using the learning behaviour log to
diagnose the prior knowledge before learning and provide a suitable learning environment according to
the prior knowledge of the learner. Then, after the learners finish each learning scenario, activity, and
content, the system will analyse the latest learning performance and used them to provide a suitable
personalized learning experience in the next learning environment of the immersive system. The
personalized learning could be the difficulty levels, learning activities, learning scenarios, or guidelines
and feedbacks that each individual will receive.
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4. Learning System Result
Figure 2. The ILE system with ER content in the oil truck crashing scene.
Figure 2 displays the scenario in the immersive system that the learner has to train and interact with.
One of the learning scenarios is the oil truck accident with a dangerous chemical leaking situation, so
the learner must figure a way to solve the situation. The scenario will let the learners interact with the
surrounding environment to proceed with the emergency response procedure. First, there will be an oil
truck crashing in the scenario, then the oil leaking event will start immediately after the truck crashed.
The participant must follow the procedure of the emergency response about contract the emergency
response call centre first. The learners could interact with the object around the place in the virtual
world by looking at the object that they want to pick up or interact with, once the object is in the centre
it will turn into the yellow highlighted object that means the learner could press the button on the
Bluetooth controller to pick up a highlighted object.
Figure 3. The ILE system with ER content in zoning the dangerous scenario.
Figure 3 shows the learning scenario after the oil truck crashing. After perceiving the oil truck
accident, the learner must zone a high-risk area that has a dangerous chemical or oil leaking which is
easy to caught fire by passing people or vehicles.. In the displayed scenario, the learner must find traffic
cones for placing them on the road to prevent people or cars out of the area. There is a time limit and
scores that the learner must consider proceeding with correct steps and procedures in time.
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Figure 4. The ILE system with ER content in dangerous chemical handling scenarios.
Figure 4 indicates a learning activity in dealing with the leaked oil on the road. After zoning the
dangerous area from the previous scenario. Then, the learner needs to deal with leaked oil puddles on
the road. Moreover, the learner needs to select the appropriate tools and appropriate objects in this
learning scenario to prevent the oil puddle from lighting up and causing further damage. Besides, other
scenarios are also related to dealing with fire, chemical leaking, using the necessary tools and
equipment for handling different emergency situations.
Figure 5. Participants while dealing with the chemical leaking in the ILE.
Figure 5 shows participants while going through learning scenarios in the situation of chemical
leaking handling using an immersive virtual reality system. The learner must use the HMD device with
a smartphone to be able to learn in the immersive experience. The perception that the learner will learn
is the 360-degree view with the sound similar to the real-world context but no scent of the surrounding
environment. Then, the ILE will present the scenario to the learner and the learner must make a
movement and activity according to the tasks and situations in the virtual world. The movement can be
done by using the Bluetooth controller to move or walk, the learner needs to move in the virtual world to
view and perceive the situation for solution formation. The interaction in the virtual world of the learner
could also be done by using the same Bluetooth controller device to pick up or interact with objects or
surroundings for emergency prevention training.
Table 1
Suggestions from the Emergency Response Experts in Various Aspects
Aspect Feedback
Learning Activity • Should provide more option and choice in the
scenario for trial-and-errors learning
• Should make the object in the virtual world to
be rotatable
• Should provide more ER tasks and activities in
the immersive system
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Aspect Feedback
Learning Experience • Should provide more game mechanics and
achievements for the learners
Learning Engagement • Should add more content to cover overall of ER
knowledge
• Should provide more details about ER in the
learning scenario
• Should add a description to tell the learner to do
the tasks
• Should add more sound effects in the virtual
world to increase more immersion feeling
• Should add the tutorials scene to give the
instruction about how to use the immersive
system
Table 1 displays the suggestions of four emergency response experts toward the ILE. There are
three aspects as shown above, which are (1) Learning Activity (2) Learning Experience (3) Learning
Engagement. Starting from the Learning Activity aspect, one of the experts has tried the immersive
learning system and provided suggestions about the learning activity in the system that the purposed
immersive learning system should provide more selectable, choice, and the option to the learners for
providing learning with trial-and-errors decision-making experience. The second and third experts have
given suggestions in the Learning Experience aspect about adding and providing more content and
learning activities in the game-based learning way in the proposed immersive learning system for a
playful and enjoyable learning experience. Finally, the last expert gave the advice to the immersive
learning system that it should show a clear description to the learner about what they need to do or what
is happening in the virtual world for more engaging learning activity and reduce the confusion of the
learners while going through the learning scenarios.
5. Conclusion
The major contribution of the system in this study is the providing of ILE in learning and training in
emergency response to the learners. The immersive learning experience will allow learners to practice
and train in the virtual world closest to the real-life practice. Also, the ILE system will allow users to
immerse in the learning scenarios of the emergency situation and practising the ER procedures which
could result in a more engaging, motivating, and interacting learning approach. As the
ubiquitous/mobile learning of the proposed system that allows learners to train and learn the emergency
situation prevention from anytime and anywhere as the learners feel convenient, this benefit enhances
ease-of-access of the training to the learners. Moreover, the proposed system could reduce the cost
required for the training and reduce the damage to the place, resource, equipment, or person that might
be occurred during the process of the real-life training.
The author would like to suggest the recommendation for applying the system to other
researchers. Firstly, the applying of ILE into the different topics other than emergency response can
improve the attraction, engagement, and interaction of learners. Second, the development of the virtual
world or immersive environment may need the knowledge of the game development together with the
learning design to understand mechanics in game-based learning context. Third, HMD used in this
study is a low-cost VR box with Bluetooth controller to make it easy to touch the immersive learning
experience using personal smart phone of the learners by downloading the application.
This study is not without the limitations. One of the limitations in this study is that the
immersive experience or virtual reality experience is not suitable for anyone, the professors or teachers
in various expertise have tried and feel the dizziness or have nausea. However, the condition is just a
small effect, they just need to take off the HMD immediately and then take a rest for a few seconds or
minutes depend on each individual. Another limitation is that the devices used in this study is a low-cost
device for easy to access of the learners, therefore the immersion feeling by these devices might lower
than high-cost devices in the market. In the near future, this study will complete the purposed immersive
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learning system together with personalized system. Moreover, this study will conduct the experiment
with real participant groups and discover the academic insights and finding in the next phase.
Acknowledgements
The author would like to acknowledge Mae Fah Luang University (MFU), MFU Learning Innovation
Institute (MLII), MFU Classroom Research Grant (02202A644826), and everyone related to the
successful development of this study.
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The Influence of The University Environment
on Attrition Among First-Time Entering
University of Technology Students: A Study
of Somatology and Human Resources
Management Students at The Central
University of Technology, Free Sate,
Bloemfontein
Itumeleng Percival MOROLONG * & Wendy SETLALENTOA
Central University of Technology, Free Sate, South Africa
*[email protected] & [email protected]
Abstract: Despite more than 20 years of democracy in South Africa, universities
continue to experience high attrition rates because of poor academic performance,
particularly among Performance of First-Time Entering Students (FTE’s). The number
of students enrolling at universities is however increasing dramatically. The aim of this
study was to understand how the University Environment influences attrition A
random sample was drawn from a population comprising First-Time Entering
university of technology students in Somatology and Human Resources Management
programmes respectively. Quantitative data were collected through document analysis
and a questionnaire. The result indicates that the participants in this study appreciate
the student support services at the CUT.
In contrast to what the literature review suggests about the factors contributing to
attrition; the results of this study revealed that the university environment did not
contribute to attrition amongst FTE’s in
Somatology and Human Resources Management programmes. The latter statement
suggests a need to further investigate the causes of attrition among the First-Time
Entering Students.
Keywords: Attrition, university environment
1. Introduction
Attrition is a challenge that must be confronted by higher education in South African like it is
the case around the world. Taking into consideration the numbers of First Time Entering
Students (FTEs) that enter university, at least 25% fail to complete their studies. Moreover, few
black students enrol in, and are subsequently academically unsuccessful in, essential
disciplines of science, engineering, and technology. This attrition tantamount to an estimated
dissipation of R1.6 billion annually (Akojee & Nkomo, 2007).
Since this study focused on First Time Entering Students (FTESs), it was important to provide
a definition of this term. According to Mouton, Van Lill, Botha, Boshoff, Valentine, Cloete &
Sheppard (2015), an FTE is an individual who falls in one of the categories belo
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Undergraduate First-Time Entering: The specific individual:
(a) is successfully a registered student in the period of time in a course classified as
undergraduate and
(b) has never been successfully registered for an academic programme in the time preceding
registration at another university Mouton et al (2015).
It is imperative to define attrition as it will also be the focus of this study. Attrition can be
defined as a situation whereby a student departs his/her programme of study. Another feature
of attrition of attrition is a delay in successfully completing course requirements (Student
attrition: consequences, contributing factors and remedies: 2012). Other factors as mentioned
in the literature that affect attrition and student success at university are emotional intelligence
(Parker, Summerfeldt, Hogan & Majeski (2004), alcohol abuse (Wicki, Kuntsche & Gmel:
2010) and self-efficacy (Dinther, Dochy & Segers, 2011).
2. Review of Literature
The review of literature provided a brief overview of the prominent attrition models and
considered the dynamics of the university environment and how these influence attrition.
The models of student retention relevant to this study
Numerous scholar retention studies have been carried out and theoretic exemplars have been
advanced, such as the Undergraduate Dropout Process Model by Spady, Tinto’s Institutional
Departure Model, Bean’s Student Attrition Model, The Student-Faculty Informal Contact
Model of Pascarella, and the Student Retention Integrated Model of Cabrera, Nora, and
Castaneda. Each of these will be discussed briefly.
The Undergraduate Dropout Process Model by Spady of 1970 and 1971
Spady began to elucidate the dropout procedure by examining the eminence of the interface
between the scholars and the setting of their academic organizations. This interface is the
outcome of the acquaintance of individual scholars’ qualities such as characters, concerns,
approaches and abilities to the effects, prospects and demands of the various constituents of
their organizations including academic programmes, faculty memberships, managers and
counterparts. Spady’s foremost postulation was that the conclusion of this interface regulates
the level of scholars’ assimilation within the scholarly and social arrangements of their
institutions and consequently their perseverance. (Aljohani, 2016; Burke, 2019).
Tinto’s Institutional Departure Model of 1975 and 1991
Tinto’s Institutional Departure Model is also known as the Student Integration Model. The
Institutional Departure Model is largely based on Spady’s observations of interface between
scholars and the educational and social arrangements of their organizations. Tinto assumed the
views of social anthropology on the rites of passage in ethnic societies to define the
longitudinal procedure of scholars’ integration into the cultures of their educational
organizations by citing that the transmission of relations between subsequent assemblies is
manifest by the three phases of parting, evolution and amalgamation as proposed earlier by
Van Gennep in 1960 (Aljohani, 2016; Burke, 2019).
Schreiber, Luescher-Mamashela, and Moja (2014) point out that Tinto’s revised model of
student attrition associates the pre-university entry characteristics of a scholar (such as family
experience, talents and skills, preceding schooling) to the institutional involvement and
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eventually to educational results, student retention and success. Key descriptive factors in
Tinto’s revised model are the scholar’s objectives, aspirations, and obligations; scholars’
institutional encounters related to the educational and the societal system; educational
assimilation and social assimilation; and the quality of scholar endeavour and learning. Tinto
portrayed it as an “interactive model” of principally “sociological” character.
Bean’s Student Attrition Model of 1980 and 1982
Bean alternatively employed the theoretic assessments of studies of turnover in work
organisations; predominantly the work of Price in 1977. Worker throughput is explained in the
novel throughput work of Price (1977) as the extent of individual drive through the affiliation
border of a communal arrangement. In this model, Bean contended that the procedure of
scholar attrition in educational organizations is comparable to the procedure of employee
throughput in employment arrangements and that scholars and workers depart for analogous
motives (Aljohani, 2016; Burke, 2019).
Pascarella’s Student-Faculty Informal Contact Model of 1980
Based on the theoretic models of Spady of 1970 and197, and Tinto’s work of 1975 that
postulated that scholar interface with faculty associates is an essential variable of scholars’
assimilation with the communal and educational organizations of their institutions, Pascarella
assumed that scholars’ more casual contact with faculty associates could upsurge the level of
their institutional pledge and thus consequently reduce the danger of departure. However,
Pascarella also argued that there is not much proof from preceding readings to support the
straight impact of scholar-faculty casual interaction on scholar perseverance (Aljohani, 2016).
The Student Retention Integrated Model of Cabrera, Nora and Castaneda of 1993
Cabrera, Nora and Castaneda’s Student Retention Integrated Model presented a recommended
combinative outline by amalgamation of the components of the two eminent student retention
models of Tinto of 1975 and Bean’s work of 1982; albeit with some adjustments (Aljohani:
2016: 10). Furthermore, the arithmetical examination established that environmental
components have a more multifaceted function in the scholar retention method than was
observed by Tinto (Aljohani, 2016).
Attrition: South African perspective
A lot has been written on attrition in South Africa. To this end, reference is made to Bitzer &
Troskie-De Bruin (2004) who conducted a study that measured first-year student sensitivities
at one South African university by employing Tinto's Student Integration Model. They began
by articulating that one way to engender valuable evidence, for both the schooling segment and
higher education establishments, about scholars who persist with their scholarship after school,
is to measure scholars' discernments of themselves. Bitzer & Troskie-De Bruin (2004) further
allude the fact that higher education establishments have long functioned with the viewpoint
that only those suitable for higher education will be successful. Those scholars who have the
aptitudes and abilities cultivated by auspicious or privileged backgrounds will flourish and
those who do not, will discovery something else to do. In an age of mass and progressively
affluent higher education, however, this viewpoint does not hold well.
Given the fact that there is an increasing number and diversity of scholars accessing higher
education, Jama, Mapesela and Beylefeld (2008) presented a theoretical model depicting the
‘circles of progression’ of a university scholar in a South African perspective and explain
advancement of a non-traditional scholar from one stage of academic life to the other in the
following fashion:
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First circle: Pre-entry: Non-traditional scholar commences the path of scholarly life where
some non-traditional scholars find themselves within a family environment
Second circle: Initial entry: Social assimilation entails a new setting in a big city and campus
with new people from diverse experiences and cultures.
Third circle: Teaching and learning experience: Scholars are presented to their specific
learning programmes. Additionally, scholars have to get accustomed to big and diverse
classroom procedures, lecturers and peers from different backgrounds.
Fourth circle: Typically, the last stage of academic assimilation where scholars are trained for
their roles as professionals or specialists in a specific field.
Moodley and Singh (2015) conducted a study that explored techniques in which the dropout
rates can be decreased thereby boosting the throughput levels of universities in South Africa.
What emerged was that an amalgamation of factors at the personal level and at the educational
level were alluded to by many of the scholars for departing from university. These are:
affordability, lack of academic support, lack of career guidance, lack of self-discipline and
commitment.
The bearing of the university environment on attrition among first year university students
In a heterogeneous nation like South Africa with its unpleasant history of apartheid, racial,
cultural, ethnic and language differences, there can be anxiety and sometimes tension between
different ethnic groups in an educational setting. To this end, as stated in a paper which
explored the degree to which parental principles concerning children and their provision and
regulatory encounters match those of their children’s educators, Barbarin, Downer, Odom and
Head (2010) there are greater rates of homebased–school disparity amongst Latinos and
African Americans than European-Americans. Once children begin school, they will most
probably be attached to a teacher who has a dissimilar ethnic/cultural context than them, thus
subsequent alterations may occur in styles addressing people and actions, principles, and
standards connected to behavioural prospects for children Barbarin, Downer, Odom, and Head
(2010).
The granting of access of the previously Caucasian-only institutes – schools, tertiary
institutions and colleges – has been indispensable to providing prospects to at the very least a
couple of scholars from amongst the formerly underprivileged to gain a comparatively
respectable quality of teaching, though principally black students have habitually been
casualties of prejudice and discrimination, and underprivileged scholars have discovered
themselves having to adjust to an arrangement which was planned for students from relatively
advantaged upbringings (Green Paper for post-school education and training, 2012).
In a proportional research exploring attrition and keeping in school student birth attendants,
researchers found that reasons for departing from or leaving the programme included lack of
support from the programme, emotional demands of the programme, large student cohort
numbers and the academic programme they were enrolled for not what they had anticipated.
Also, adjusting to university life can be an emotional experience for some First-Time Entering
students (Green and Baird (2009, Xenos, Pierrakeas and Pintelas, 2002; Yorke, 1997 and
McMillan, 2013).
Yates (2012) acknowledges that students who leave a programme before graduation are a cause
for concern. Identifying and providing support for students who do not progress
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academically generates an extra workload for staff in the faculty concerned, thus placing a
strain on the limited available resources.
CUT Support Services for scholars
The following support services are available to registered CUT students to help them cope and
pass their courses at the Bloemfontein campus. It is important to note that these are listed to
illustrate that they are in place at the CUT, Bloemfontein campus:
• Fees, Bursaries and Loans
• Operational Sport
• Residence Life
• Library and Information Services (LIS)
• Wellness Centre
• Student Development and Governance
• e-Learning and Educational Technology
• Centre for Work-Integrated Learning and Skills Development
• Student Services
• Student Life (2013 CUT Prospectus, 2013).
3. Aim of the Study
The aim of this study was to investigate the influence of the university environment on first
time entering students enrolled for the undergraduate diplomas in Human Resources
Management and Somatology decision to depart from their studies.
4. Research question
The study sought to answer the following research question:
➢ Does the university environment influence academic performance and a decision for
first year students to depart from their studies?
Methodology
The approach followed in this study was quantitative. The sample comprised of 96 first year
students enrolled for the undergraduate diplomas in Human Resources Management (65
participants) and Somatology (31 participants), respectively. A questionnaire comprised of
both closed-ended and open-ended questions was used to gather data thus allowing participants
an opportunity to select an answer from the choices provided and the prospect to offer their
individual responses (De Vos et al, 2002).
Data analysis
Descriptive and inferential statistics were generated from the data. Descriptive statistics
focused with describing and summarising the data while inferential statistics allows one to
make prognostications from the collected data (Welman et al, 2005, Fotachea and Strimbei,
2015)
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Table 1: Participants Percent Valid Home language Valid
Percent Frequency Percent Percent
Gender 20,0 7,7
78,5 1,5
Frequency 1,5 12,3
100,0 3,1
Valid Male 13 20,0 Valid Afrikaans 5 7,7 53,8
Female 51 78,5 Valid English 1 1,5 18,5
Lesbian 1 1,5 Percent isiXhosa 8 12,3
Total 65 100,0 28,6 isiZulu 2 3,1 3,1
39,7 Sestho 35 53,8 100,0
Age Percent 15,9 Setswana 12 18,5
Frequency 9,5 Valid
Percent
Valid 18-19 18 27,7 3,2 siSwati 2 3,1 2,9
Missing 20-23 25 38,5 3,2 Total 65 100,0 5,7
24-25 10 15,4 Province
26-27 6 9,2 100,0 Frequency Percent 82,9
28-29 2 3,1 2,9
30-31 2 3,1 Valid Berea 1 1,5
3,1
Total 63 96,9 Eastern Cape 2
System 2 3,1
Free State 29 44,6
Mpumalanga 1 1,5
Total 65 100,0 North West 2 3,1 5,7
Total 35 53,8 100,0
Missing System 30 46,2
100,0
Table 1 shows the gender, age, home language and the province from with the participants
came.
5. Discussion of Results
The study revealed that the participants are aware of the CUT Student Support Services and
that most of the participants found the Mentorship Programme to be very beneficial. The study
also indicate that the students find the academic staff to be approachable. Also, most of the
participants indicated that the never considered dropping out of university
The findings of this study are statistically insignificant due to the inadequate scope of the
specimen. This was an unfortunate and unforeseen situation whereby some of the Human
Resources Management students did not desire to partake in this research. Using of the word
significant is unfortunate, as Wright and London (2010) explain, because it does not have the
same meaning as its English definition. Sadly, this word is stuck. However, it does not mean
that the size of the sample difference is of any practical significance, only that if there were no
differences in the population, then getting a result like the one observed is unlikely. It is thus
important to stress that finding something that is statistically significant does not mean that is
either a big or an interesting effect (Wright & London, 2010, 121). As it happens, equally
imperative to cite that correlation does not mean interconnection. While a larger correlation
does suggest that there is probably some causal relationship that my connect the variables, it
does not mean what this relationship is (Wright & London, 2010). Lomax and Hahs-Vaughn
(2012) raise a pivotal issue when they ask: are statistically significant findings always
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substantial? Alternatively, if an outcome is statistically significant, should we attach much
importance out of such a finding in a realistic term? Realistic relevance is not wholly a
numerical point. It is also an issue of the practical arguments that should be determined.
Therefore, the significance of a slight difference is for the substantive area to determine.
Steinberg (2008) weighs in on statistical significance and explains that it does not imply
practical importance. The result can be very low in practical value.
Table 2: First encounter with CUT staff
Very helpful 40,0%
Somewhat helpful 24,6%
Helpful 26,2%
Somewhat not helpful 7,7%
Table 2 shows that though most of the respondents said they found the CUT staff helpful, there
are those who indicated that they found CUT staff somewhat helpful, helpful, and somewhat
not helpful. This study contends that this will say a lot about the CUT as an institution.
Table 3: Overall impression of the CUT
Very good 23,1%
Good 50,8%
Undecided 23,1%
Not good 3,1%
The participants were asked: Does the university of technology's environment influence first
year university students' attrition in the Somatology and Human Resource Management
programmes?
Table 4: Results: Advanced statistical analysis: Omnibus Tests of Model Coefficients: CUT
Environment
Omnibus Tests of Model Coefficients
Chi-square df Sig.
Step 1 Step ,991 4 ,911
Block ,991 4 ,911
Model ,991 4 ,911
Table 4 reveals that from the row highlighted yellow in the table above, the model, with all
independent variables included, did not statistically significantly predict whether students
considered dropping out or not; ꭕ²(4) = 0.991; p = 0.911. From the cell highlighted yellow in
the Model Summary table below can be seen that only 2.1% of the variance in students'
considering dropping out can be explained by this model
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Table 5: Results: Advanced statistical analysis: Variables in the Equation: CUT Environment
Variables in the Equation
B S.E. Wald df Sig. Exp(B) 95% C.I.for
EXP(B)
Lower Upper
Step Availability_of_Teaching_Staff -,009 ,234 ,002 1 ,968 ,991 ,627 1,566
1a Teaching_and_learning_support_resources ,007 ,143 ,002 1 ,961 1,007 ,761 1,332
Interaction_CUT_staff -,231 ,272 ,722 1 ,396 ,793 ,465 1,353
Interaction_fellow_students ,084 ,314 ,071 1 ,789 1,088 ,587 2,014
Constant -,294 ,906 ,106 1 ,745 ,745
Table 5 specifies that as would be expected with a non-significant result for the model, none of
the factors in the university's environment included in the model made a statistically significant
unique contribution to the prediction of whether students have considered dropping out before
or not (all p-values in the table above is greater than 0.05).
While Wilson, Eva and Lobb (2012) state that reasons for students to decide to leave an
academic course are multifaceted and encompass a multitude of factors and that the
combination of the scholar’s qualities and characteristics before acceptance to an institution of
higher learning, an interplay between the scholarly and communal arrangements of the milieu
of an institution of higher learning also contributes to attrition.
6. Limitations of the study
The South African higher education landscape consists of a heterogeneous blend of UoTs,
traditional and comprehensive universities, private higher education institutions and TVET
colleges. Thus, this study, being conducted at a UoT, the results thereof might not necessarily
be applicable to other types of HEIs. Withal, only students from Somatology in the Faculty of
Health and Environmental Sciences and Human Resources Management in the Faculty of
Management Sciences of the Central University of Technology, respectively, were part of this
study. Consequently, the results of this study might not inescapably be germane to students in
the Faculty of Humanities Faculty and Faculty of Built, Engineering and Information
Technology.
7. Conclusion
Although the literature revealed that the university environment is one of the many causes of
attrition, the results of this study showed this not to be the case. The results are further
enhanced by the fact that most of the respondents found the CUT staff very helpful and they
also have a good impression about the CUT in general. Further research should be carried out
to determine the bearing of the university environment on attrition.
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Models of Student Retention in Higher Education. Higher Education Studies, 6(2).
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Barbarin, O. A., Downer, J., Odom, E., & Head, D. (2010). Home–school differences in
beliefs, support, and control during public pre-kindergarten and their link to
children’skindergarten readiness. Early Childhood Research Quarterly, 25, 358–372.
Bitzer, E., & Troskie-De Bruin, C. (2004). The effect of factors related to prior schooling on
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Body Movement Skill Curriculum Development
for Kindergarten Students with Autism
Spectrum Disorder
In Inclusive Schools
Wanchai JANTHAGARNGUL a*, Kissanapong HARUNRAT a, Chanada AONSRI a, &
Chantana WITUKSABOOT b
aDepartment of Special Education, Khon Kaen University Demonstration School,
Faculty of Education, Khon Kaen University, Thailand
b Regional Special Education Center 9, Khon Kaen, Thailand
*[email protected]
Abstract: The development of body movement curriculum for inclusive
kindergarten students with autism spectrum consisted of three stages: 1) investigation
of the context of need through document analysis and focus group, 2) development
of the curriculum of the program along with quality review by experts, and 3) testing
of the curriculum on participants, using purposive and convenience sampling on 4
autism children with permission from parents. The data were analyzed using the
Wilcoxon Signed-Rank test after they received the learning according to the
curriculum. The research instruments were: 1) Body Movement Curriculum 2)
PDMS-2 3) Innovation for Gross Motor 4) Innovation for Fine Motor Skill 5) Test 6)
Learning Media and 7) Behavior Observation Form. The development of the
curriculum in this study consisted of 5 units: 1) Non-Locomotor Movement 2)
Locomotor Movement 3) Manipulative Movement 4) Grasping 5) Visual-Motor
Integration and the four steps for the learning management process including:
awareness, experience, knowledge principles, and group-assessments. The study
found that there was a statistically significant improvement (p<0.05) in the data for
each item after the experiment. The Visual-Motor integration aspect showed the
largest significant difference between the mean scores before (1.50±0.51) and after
(3.62±0.50), standard value (Z) of -3.819. Therefore, this developed curriculum
could be suitable for improving the body movement of the target group.
Keywords: Development of Body Movement Curriculum, Student with Autism Spectrum,
Inclusive School.
1. Introduction
According to the World Health Organization, the prevalence of autism is about one in 160 children
worldwide (World Health Organization, WHO, 2019) and the evidence is estimated by the Centers for
Disease Control and Prevention (CDC) to rise by approximately 15% which is one in 59 children
(Autism speaks, 2019, Centers for Disease Control and Prevention (CDC), 2019). This is consistent
with a study in Vietnam in 2017 that the rising prevalence of autism was significantly related to boys
and having a mother who works as a farmer (Hoang, V. M. et al., 2017). In Thailand, data from the
Autistic Thai Foundation revealed that about 370,000 people have autism spectrum disorder which 6 in
1000 children had autism and the average is more raising every year, consistent with other studies
(Kunlaka S, 2019).
The education system in Thailand includes several alternative methods and systems these days.
However, the basic study system for special people like autism is limited. Most of these children are
not included in the regular curriculum and some cases must leave the school in the middle of the
program. Appropriate and individual educations for these children are needed to improve their
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potentials and performance. This curriculum will emphasize preparation the juvenile to get ready for
daily life together
with academics. In young children, 4-6 years old, are changing in both physical growth and
development significantly according to the period of turning from an inability to take care of themselves
to be able to help themselves. At this time, the children can get more physical activity, increase their
level of communication, self-confidence, and learn more skills. There has been studied about the
comparison of motor delays between children with autism and slow developmental children without
autism by using Peabody Developmental Motor Scales-2nd Edition (PDMS-2). The result showed that
the children with autism have the first pattern which is the development of fine-motor and gross-motor
abilities are the same level as the compared group (Provost B, 2007).
The previous studies indicated that one of the characteristics of autism spectrum disorder is
under physical development, defective in gross and fine motor development, which show slow
movements like walking or holding objects. To help the children develop strength and coordination, the
current study aimed to design an inclusive education for a kindergarten, aged between 4-6 years old,
having autism spectrum disorder by providing education and learning experiences. Children will
develop themselves according to the steps of physical development that are appropriate for their age and
to their full potential. Consequently, this study aimed to generate a curriculum for developing body
movement skills for kindergarten learners with autism spectrum disorders in inclusive schools.
2. Research Methodology
A preliminary study was illustrated pre-experimental research design. The outcomes of curriculum
development for the development of body movement curriculum on inclusive kindergarten students
with autism spectrum was observed. The one group pretest– posttest design was evaluated by scoring. It
has been accredited for human research ethics from Research Ethics Committee Khon Kaen University
on February 12th, 2020 (HE623097). A target population was 5 students with autism spectrum disorder
from Regional Special Education Center 9, Khon Kaen, Thailand. A purposive sampling method was
applied. Although one of them would withdraw because parents could not participate in continuous data
collection during collecting data, this study demonstrated 4 remaining students.
2.1 Data collection
2.1.1 Phase 1 Context for the study
1. Review the need for and importance of curriculum development through literature review and
meeting with people who are involved
2. Check the curriculum content, planning, activity creating, teaching organization, and methods
for appropriate assessments as well as create curriculum draft
2.1.2 Phase 2 Curriculum Design and development
1. The curriculum and the assessment were submitted to an expert in autism spectrum disorder
and two experts in inclusive education development to evaluate the content validity and index
of consistency (IOC) that related to motor development in autistic spectrum kindergarten. Of
those assessments, 4 of 14 characteristics got a 1.00 score consist of interesting, objective
accordance, problem-solving, and model matching theory while the appropriation of the
picture got a 0 score. The average score for all was 0.69.
2. The details were corrected followed the expert’s advice.
3. Complete version of the curriculum and assessment consists of 8 parts, including: principle,
objective, structure of content, result of content learning, learning experience design,
instructional media, integration approach, and measurement &assessment. The measurement
and assessment of gross motor and fine motor developments were investigated by using five
body movements, including 1) non-locomotor movement 2( locomotor movement 3(
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manipulative movement 4( grasping 5( visual-motor integration. The goal was to apply those
activities for developing mental and physical abilities and social interaction by using four
strategies: raise awareness, linking experience, presenting principal knowledge, and
collaborative evaluation.
2.1.3 Phase 3 Application and assessment
1. Assessment of gross and fine motors of newborn to 6 years old using the Peabody
Developmental Motor Scales (PDMS-2) performed and recorded by the physical therapist.
The rating scale comprises three levels: 2=can do all the tests, 1=can do some, 0=cannot do
any test.
2. Evaluated pre-experiment by using assessment of body movement that consists of five rating
scales, including 4=can do it by oneself, 3=can do it after stimulated with speech, 2=can do it
after giving advice and gesture, 1=can do it but need help from others, and 0=uncooperative
or cannot do it.
3. The five body movements were applied for 30 minutes per day, three-time a week for three
weeks. The total of the assessment was 10 times. The assessment result was recorded in
every experiment.
4. Evaluated post-experiment by using assessment of body movement that consists of five rating
scales, including 4=can do it by oneself, 3=can do it after stimulated with speech, 2=can do it
after giving advice and gesture, 1=can do it but need help from others, and 0=uncooperative
or cannot do it.
2.2 Research tools
1. The development of body movement curriculum for inclusive kindergarten students with ASD
had 2 learning units including gross and fine motor skill. There were divided into 5 subunits
consisting of non-locomotor movement, locomotor movement, manipulative movement,
grasping, and visual-motor integration.
2. Innovation to gross motor skill: plus sign square learning kit
3. Innovation to fine motor skill: clothesline learning kit
4. A 21-item kinetic ability test, divided into 5 subunits.
4.1 Non-Locomotor Movement of 6 items.
4.2 Locomotor Movement of 3 items.
4.3 Manipulative Movement of 3 items.
4.4 Grasping of 4 items.
4.5 Visual-Motor Integration of 5 items.
5. Peabody Developmental Motor Scales (PDMS-2)
6. learning behavior observation form
7. Media for supportive learning of motor skills consisting of 5 stories (novel):
7.1 Help & Hope: guessing
7.2 Help & Hope: fun to imitate
7.3 Help & Hope: play throw the ball
7.4 Help & Hope: Play fun games
7.5 Help & Hope: string of beads
Figure 1. Media for supportive learning of motor skills.
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3. Results
The Peabody Developmental Motor Scales (PDMS-2) was used to evaluate the efficiency of
gross-motor and fine-motor development in autistic children in the kindergarten attended in the
inclusive class. The result represented that score of the study group was under the Norm-reference. This
is probably due to severe developmental disability, repetitive and restricted behaviors as well as
communication problems in autism. Moreover, the assessments were difficult thanks to the evaluation
of gross motor needs some hard skills such as standing on one leg or spin jumping. In addition, the
parents were interviewed to measure fine motor. The result showed that the autistic children have never
experienced, for example, drawing and cutting paper before. However, the period of the examination
between before and after the training was relatively short. Thus, the changes may not be seen obviously.
Table 1
The movement abilities by scoring before and after being trained with the plus sign square learning
kit and clothesline learning kit.
Movement abilities Before (n=4) After (n=4) ∆
SD SD
(After-Before) Z p-value
Plus sign square learning kit
1. Non-Locomotor 1.25 0.44 2.00 .58 0.75 -3.819 <0.001*
.51 1.41 -3.153 0.002*
Movement
2. Locomotor Movement 1.00 0.00 2.41
3. Manipulative 1.00 0.00 1.91 .28 0.91 -3.317 0.001*
.65 1.20 -3.166 0.002*
Movement
Clothesline learning kit
4. Grasping 1.50 0.51 2.70
5. Visual-Motor 1.50 0.51 3.62 .50 2.12 -3.819 <0.001*
Integration
* Significant differences were tested by Wilcoxon Signed Ranks when p< 0.05
To provide more detail, table 1 illustrated the ability of physical movements in the children on
the autistic spectrum at pre-and post-timepoints. At pre-intervention, the lowest movements were
locomotion movement and manipulative movement (x̄ = 1.00) while the highest scores were grasping
and visual-motor integration (x̄ = 1.50). At post-intervention, the lowest movement was manipulative
movement (x̄ = 1.91) whereas the highest was visual-motor integration (x̄ = 3.62).
In addition, the autistic spectrum children after receiving the training with plus square and
clothing line inclusive courses showed all the five body movements, including 1) non-locomotor
movement 2( locomotor movement 3( manipulative movement 4( grasping and 5( visual-motor
integration., significantly increased compared to pre-trial. This data indicated the two training inclusive
courses improve the motor ability of the children with autism spectrum kindergarten (figure 2).
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* Significant differences were tested by Wilcoxon Signed Ranks when p< 0.05
Figure 2. The bar graph showed comparisons of kinesthetic abilities with the plus sign square and
clothesline learning kit by scoring before and after all aspects of the experiment
4. Discussions
Students in the study group have severe motor disabilities, especially communication and social
interaction as well as repetitive and restricted behaviors. These lead to difficulty in learning.
Furthermore, delay motor development results in under physical ability, consequently with unable to
help themselves in daily life. Therefore, the inclusive course was used to develop the abilities of those
autistic spectrum kindergartens based on the early childhood curriculum (2017) and the improved
version of the special education curriculum (2015). There are important things for using the implements
including 1.) Arrange clean, safe, and appropriate environments and equipment 2.) prepare children to
get ready for learning 3.) provide appropriate teaching strategy (Patara Napanang, et al. 2021). The
research comprises 4 steps of learning management, including 1.) raise awareness 2.) linking
experience 3.) presenting principal knowledge 4.) collaborative evaluation. These conform to a concept
of Piaget which beliefs that intelligence can be developed by social relations and interactions,
experience in environments, and maturity (Teerachai Nethanomsak, 2017) through 4 steps of modeling
consist of attention, retention, reproduction, and motivation. Subsequently, the children can get
activities-based learning in the inclusive courses by themselves and improved their behaviors. A
previous study showed that the effect of movement activity management based on concept of body
kinesthetic for developing motor ability of autistic children with moderate intellectual level. The motor
ability of balance agility coordination of the body of autistic children with moderate intelligence was
improved (Trangsri Phasa, 2015). Remarkably, our study had developed the new curriculum up to date
which corresponds to the physical development of the child. The finding indicated that enhancing on
physical skills.
The inclusive course of developmental movements for autistic spectrum kindergarten is built to
manage this special education. Nonetheless, to get the most out of it, there are other strategies to be
involved, including 1.) early intervention for appropriate assessment to assist promptly 2.)
Individualized Education Program: IEP that needs to collaborate with teachers, parents, and
interdisciplinary at the first time to make a developing plan for an individual student properly 3.)
Classroom management that school director and all sections must be professional and responsible for
their duties in inclusive education.
Suggestions
1. To reach the goal of motor development in inclusive education for children with autistic spectrum,
teachers, parents, and other caregivers must cooperate and work together.
2. Developing inclusive education needs cooperation from multidisciplinary teamwork for effective
managing several levels of autism.
3. Inclusive education for autistic spectrum children should be provided to a learning process step by
step together with appropriate environments and a variety of instructional media to keep children
concentrate and pay attention.
4. Prepare the mood of children to get ready for learning and spare more techniques to deal with their
emotions appropriately.
Acknowledgments
The authors thank the funding source of Research and Service Institute for Autism, Khon Kaen
University, and Department of Special Education, Khon Kaen University Demonstration School. In
addition, we would like to thank the staff who helped us to recruit participants from Regional Special
Education Center 9, Khon Kaen, Thailand.
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The Study of Current Situations, Problems, and
Solutions of Special Education for Student with
Autism during the COVID-19 Pandemic in
Thailand
Chanada AONSRIa*& Chinanong PRACHUMCHITb
a-bDepartment of Special Education, Khon Kaen University Demonstration School,
Faculty of Education, Khon Kaen University, Thailand
*[email protected]
Abstract: Due to the 3 rd COVID-1 9 pandemic in Thailand since April 2 0 2 1,
the closure of schools and universities as a preventive measure against the spread of
infections has affected the overall education system, especially the one for special
need students.To shift from classroom-based learning to remote or online learning,
the increasing of physical and mental difficulties in learning of students were
significant concerned. With the inflexibility and limitations of autism, the students
needed to receive an appropriate education which reduced the constraints impacted by
the pandemic so that they could learn and develop continuously. The aim of this study
was to assess the information of current situations, problems, and solutions of special
education in children with autism by their parents during the COVID-19 Pandemic.
We design a cross-sectional survey, during June to August 2021, using a purposive
and convenience sampling on 22 parents of school age children with autism accepted
to participants. The research tool was online questionnaire used to create an online
parents survey. Data analyses was performed using descriptive statistics. Results
indicated that the COVID-19 has caused negative impact on learning process and
behavior modification of students with autism. The overloaded remote and online
learning works with less practical suggestions from school caused emotional drainage
to parent and students significantly. Kindergarten Students and/limited ability are
likely need more support person in learning than the higher-level students. There
were 3 types of learning management provided in the different circumstances as
follows; 1) an online learning 2) a remote workbox system 3) a homeschool teaching.
The findings in this study can be useful for special education teachers and caregiver
to improve the quality of education for students with autism in the limited
circumstances and after returning to school. By knowing factors influencing the
education and mental health of students could help the special educational institutions
to manage a supportive possible intervention.
Keywords: Special Education, Learning Management, Autism, COVID-19
1. Introduction
The World Health Organization (WHO) declared the novel coronavirus (COVID-19) outbreak a
global pandemic on March 11, 2020 (WHO, 2020). In Thailand, 3rd COVID-19 pandemic
since April 2021, the direct impacts of COVID-19 pandemic on the education sector have
been through mitigation measures implemented by the Government to reduce the spread of
the virus, including school closures and population lockdowns, especially the one for
children with autism (United Nations Thailand, 2020). Children with autism spectrum
disorder (ASD) have been defined by the Diagnostic and Statistical Manual of Mental
Disorders (DSM-V). It is a group of neurodevelopmental disorders characterized by
impairment in social interactions, verbal and nonverbal communication, stereotyped patterns
of behavior (American Psychiatric Association,
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2013). With their inflexibility and limitations of autism, the students needed to receive an appropriate
education which reduced the constraints impacted by the pandemic so that they could learn and
develop continuously, for that reason, the need for education adaptation during COVID-19 pandemic
may have major problems to parents with children with this pathology (Siracusano et,al., 2021).
The COVID-19 outbreak has undoubtedly led to a quick-paced and rapidly shifting education
situation which may increase ASD individuals’ difficulties. The consequences of this outbreak on
current situations, problems, and solutions of special education for student with sutism are still
unknown. Our study aims to assess the information of students with autism current situations,
problems, and solutions of special education in children with autism by their parents during the
COVID-19 Pandemic. To the best of our knowledge, this is the first study focusing children with
ASD and their parents, during the COVID-19 outbreak in Khon Kaen Thailand.
2. Materials and Methods
2.1 Research Design
The given the current limitation in peoples contact, researchers were collected all data using an online
questionnaire in Google Forms was used to create an online parents survey to be shared through the
dissemination of a link. The survey was available online from June to August 2021. All parents who
participants in the study were provided electronic informed consent that purports information about
the aim of the study, procedures, benefits, voluntary participation, and contact information of the
researchers.
2.2 Participants
Parents of children with ASD diagnosis, aged 4-18 years were recruited from Special Education
Division of the Demonstration School, Khon Kaen University. We design a cross-sectional survey,
during June to August 2021, using a purposive and convenience sampling by online form, total 22
parents. The study applied an anonymous questionnaire in order to explore children’s demographic
and clinical characteristics along with the current situations, problems, and solutions of special
education impact of the social isolation at home during COVID-19 pandemic in different aspects of
the child and their parent’ s daily life.
2.3 Instruments
The parent survey was developed by teachers and multidisciplinary team, also taking the advice from
parents of autism children. The survey consisted of open-ended questions including individuals’
demographic data and characteristics, current situations, problems, and solutions of special education.
2.4 Analyses
The final raw data were downloaded from Google Forms into a descriptive statistics were used to
provide baseline information concerning survey parents’ASD children. The open-ended questions did
not have a scoring system was identified by the survey responses to two authors independently
evaluated such answers and pooled them into categories, categorical variables are presented as
frequencies and percentages, and continuous variables as means and standard deviations.
3. Results
Out of open-ended questions obtained by parents of their children with autism to assess the
information of current situations, problems, and solutions of special education in children
with autism by their parents during the COVID-19 Pandemic, 22 parents were a response to
related to children diagnosed with ASD mean age of the thair children with participating in
the study was 7.63 ± 4.52
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years, and 80.0% were male. Parent mean age was 47.4 ± 3.62, most of the parents were mothers
(60%), university educated (70.0% mothers and 30.0% for fathers).
Results indicated that the information of current situations, problems, and solutions of special
education in children with autism by their parents during the COVID-19 Pandemic, all parents
participants described the effect of COVID-19 related measures had negatively impacted them. The
worst measure was considered to be the lock-down and having to stay home. parents explained that
their general daily life, social, finances, health, and children’s education were all affected. However, a
few parents were reported relationships improving and understanding in their families, more social
behaviors between their children.
Parents reported experiencing a lot of emotional distress due to financial difficulties as well as
homeschooling. Some of them reported sleepless nights, and anger due to stress-related to lack of
finances. Children also mentioned not being happy because they miss their friends and they are unable
to play as they used to at school and in the neighborhood. A few parents were concerned about their
children’s behavior and the risks they may be exposed to now they were home without structured
education for too long. In addition, parents of children with ASD predominantly reported that the
COVID-19 has caused a negative impact on the learning process and behavior modification of
students with autism. The overloaded remote and online learning works with less practical
suggestions from school caused emotional drainage to parents and students significantly.
Kindergarten Students and/limited ability are likely to need more support person in learning than the
higher-level students.
4. Discussions
The information of current situations, problems, and solutions of special education in children with
autism by their parents during the COVID-19 Pandemic. We design a cross-sectional survey, during
June to August 2021, using a purposive and convenience sampling on parents of children with autism
response had a marked impact on the health, education, economic and psychosocial situation of
children with autism and their families. although, some concerns are shared with others socical media
in the globally. The result were in line with the many previous studies. Naiara et al. in 2021 found that
the parents were reported specifically having difficulties in basic daily life, and engaging in
meaningful home education and learning. Our study also found that the impact of special education
and home learning for students with autism indicated that parents were encouraging their children to
revise from the school books they had at home and tried to support them where they could.
These results supported the study of Femke et al. in 2021 that investigated the impact of COVID-19
measures on children with ASD were families struggled with homeschooling and worried about their
children’s education. The majority mentioned that their children were unable to concentrate well on
online or work sheet or practice lessons because they are not used to that method of learning.
Many parents were concerned about schools not reopening or it not being safe for the children
to return to school too. The school had sent materials to every family to continue distance-learning.
There school were 3 types of learning management provided in the different circumstances as follows;
1) online learning 2) a remote workbox system 3) a homeschool teaching to continue education and
challenging learning management aspects by our parents. The findings in this study can be useful for
special education teachers and caregivers to improve the quality of education for students with autism
in limited circumstances and after returning to school. By knowing factors influencing the education
and mental health of students could help the special education institutions to manage a supportive
possible intervention (Amorim et al., 2020; Bellomo et al., 2020; Colizzi et al., 2021;).
5. Conclusions
Inconclusion, the study survey indicates that the ongoing COVID-19 pandemic has resulted in
negative impact for most children with autism and their families. The educational and home learning
approaches need to take into consideration the learning support staff who has expertise in guiding the
way in the appropriated management of learning in special education on children with ASD.
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The study was limited to a small group or parents and their autism children and the method using
Open-ended questions online form data collection. Open-ended questions lead to the answers obtained
may be too detailed or inconsistent and online form have various challenges, including response bias
of the respondent. However, the online form was a great way to collect data in this time of COVID-19
pandemic as it reduces the chances of transmission and allows researchers to still collect data from
study participants.
Points of interest
• This study was reported with parents of children with ASD in Khon Kaen, Thailand during
the COVID-19 pandemic in 2020.
• Parents of Autism children in Thailand are well informed about COVID-19, learning to
follow prevention measures.
• Children with ASD and their families should be involved in the appropriate development of
special education at home during the COVID-19 pandemic.
• Parents of children with ASD was recived home education, access learning materials and
learning supported by teacher.
Acknowledgments
The authors would like to thank all the children and parents who participated in this study and Special
Education Division, Demonstration School of Khon Kaen University, Faculty of Education, Khon Kaen
University, Thailand for support.
6. References
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders. 5th ed.
Washington (DC): American Psychiatric Association.
Amorim, R., Catarino, S., Miragaia, P., Ferreras, C., Viana, V., & Guardiano, M. (2020). The impact of
COVID-19 on children with autism spectrum disorder. Impacto de la COVID-19 en niños con trastorno del
espectro autista. Revista de neurologia, 71(8), 285–291. https://doi.org/10.33588/rn.7108.
Bellomo, T. R., Prasad, S., Munzer, T., & Laventhal, N. (2020). The impact of the COVID-19 pandemic on
children with autism spectrum disorders. Journal of pediatric rehabilitation medicine, 13(3), 349–354.
https://doi.org/10.3233/PRM-200740.
Colizzi, M., Sironi, E., Antonini, F., Ciceri, M. L., Bovo, C., & Zoccante, L. (2020). Psychosocial and
Behavioral Impact of COVID-19 in Autism Spectrum Disorder: An Online Parent Survey. Brain
sciences, 10(6), 341. https://doi.org/10.3390/brainsci10060341.
Femke, M. B., Ruth N. E., Claire, N., Rachel, K., Geert, H., & Janet S. (2021) The impact of COVID-19 measures
on children with disabilities and their families in Uganda, Disability & Society,
https://doi.org/10.1080/09687599.2020.1867075.
Kopetz, P.B. & Endowed, E.D. (2012). Autism Worldwide: Prevalence, Perceptions, Acceptance, Action.
Journal of Social Sciences,8(2), 196–201. https://doi.org/:10.3844/jssp.2012.196.201.
Naiara, B. S., Nahia, T. M., Maria, D. S., & Maitane, P. G., (2021). The well-being of children with s
pecial needs during the COVID-19 lockdown: academic, emotional, social and physical aspects.
European Journal of Special Needs Education,1 (1), 1-14. https://doi.org/10.1080/08856257.202.
Siracusano, M., Segatori, E., Riccioni, A., Emberti Gialloreti, L., Curatolo, P., & Mazzone, L. (2021). The Impact
of COVID-19 on the Adaptive Functioning, Behavioral Problems, and Repetitive Behaviors of Italian
Children with Autism Spectrum Disorder: An Observational Study. Children (Basel, Switzerland), 8(2), 96.
https://doi.org/10.3390/children8020096.
Thongprecha, J. (2019).Teaching and learning management during COVID-pandemic in Wachirathamsatit
School, Phra Khanong district, Bangkok. Master of Public Administration.Ramkhamhaeng University.
United Nations Thailand (2021). Social impact assessment of COVID-19 in Thailand: Oxford Policy
Management.
WHO Director-General’s opening remarks at the media briefing on COVID19 –March 2020. URL:
https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-
covid-19-11-June-2021. [20.06.2021].
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Perception and Language Expression Skills
Development Curriculum for Kindergarten
Students with Autism Spectrum Disorder
in Inclusive School
Aporn TREESOONa*, Ornjira JARABRAM a , Jittra SHOMUANGSHAEa,
& Wannapa RUENGJANb
aDepartment of Special Education, Khon Kaen University Demonstration School,
Faculty of Education, Khon Kaen University, Thailand
b Research and Service Institute for Autism, Khon Kaen University, Thailand
*[email protected]
Abstract: The objectives were to develop a perceptual and language expression skill
development curriculum for kindergarteners with autism spectrum disorders in an inclusive
school setting, as well as to investigate the impact of usage on perception and language
expression skill development. This research was an Experimental Research. The target group
included 4 of 4–6-year-old kindergartens of Khon Kaen University Demonstration School,
Special Education Division. They were selected by Purposive Sampling. The research
instruments were: 1) the Behavioral Observation Inventory for kindergarten with autism in
inclusive schools, 2) the Ability Evaluation Form of perception and language expression skill
development curriculum, and 3) the Program for perception and language expression skill
development course developed by the researcher. Preparation, Vocabulary Adding, and
Vocabulary Using were the three stages of development. The data was evaluated using
Descriptive Analysis and comparing the pretest and posttest scores from this curriculum. It
was indicated that the developed curriculum, could develop skills for the students with autism
in perception and language expression efficiently.
The research findings found that, after program using, both of ability and behavior
for all of 4 Kindergartens, were increased in the same direction. It was demonstrated that
the developed curriculum could effectively develop perception and language expression
skills in students with autism. After applying the perception and language expression skill
development curriculum in activities focusing on visual learning improvement including
following media: tales, pictures, multimedia, and cycle for vocabulary adding, the students
were able to answer the questions and point to the pictures correctly, confidently, and quickly
due to pictures. In addition, every student’s competency score of perception and language
expression skill development course in every learning unit.
Keywords: perception and language expression, students with autism disorder, visualized
learning media
1. Background and Significance of the Problem
The autistic children were those with language, emotional expression, and social adjustment
disability. Their symptoms could be found at the beginning of their lives, and clearly
observable when they were 3 years old. These kinds of disability were caused by one’
cerebellum, limbic system, amygdale, and hippocampus which were responsible for
monitoring one’s memory, feeling, learning, and motivation. Their disabilities including:
the smaller and much more cells than in normal persons. Although those cells were closed
together like a computer with a large amount of memory unit, they were not able to associate
heir feeling and memory. Furthermore, the underdeveloped and younger cells than one’s real
age were found. Their purkinge cells wee decreased obviously. The gliosis cells, a part of
brain as structure holding one’s nerve cells were disappeared. (Sri-reun Kaewkangwan, 2003)
It was very necessary in development for a person with autism, should be stimulus for
attention, concentration, interest, and thinking process. Since children with autism spectrum
disorder were language disability
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for both in spoken and comprehension, they would have their problems in both of communication as
well as expression for being understood by the other persons. However, they were able to learn well
through their visual and memorization by practice repeatedly. They could learn by daily activity
participation by those advantages. Therefore, the improvement of language speaking and
comprehension of children with autism spectrum disorder should be emphasized on visual learning
strategies because the information as speech or dialogue would be existed only temporary stage. So,
they had difficulty in memorizing the information which could be easily disappeared. Whatever being
perceived through vision, for instance, body language, object, printing material, and picture etc, would
be long lasting information which could be rewind. If it could not be expressed, one’s need expression
would be help one’s accomplishment in communication. (Penka Limsila, 2008) Besides, it was
reported by both of national and international academic that the children with autism spectrum disorder
obtained their visual thinking. There were many children improved their development telling their
childhood experience that they were not be able to think in language form. But, they could think in
visualized style better than speaking.
For communication disorder, it could be consisted in language perception and use as well as
communication by facial expression, gesturing, and eyesight. Each of children with autism spectrum
disorder would have different ability in perception and language depended on one’s intelligence as
well as language proficiency. Some of them might be able to speak as word by word. Some could
speak a lot without clear understanding. Some imitated the others and spoke only what being
interested only by themselves without perceiving the others’ perception in what being said or not. As
a result, children with autism spectrum disorder were not able to speak with other persons
comprehensively and appropriately. (Natnarin Nakleg, 2013 cited in Kullaya Kosuwan, 2010) Their
communication disorder affected learning as well as intelligence level directly. It would be seen that
communication was a basic problem for children’ lack of opportunity in informing their need to other
persons. There were no instruments for learning various skills and understanding thought of the
others in society. This caused the children to be in their personal world and restricted themselves
from outside world completely. So, it was necessary to help and develop their understanding in
communication to be provided emergently for them since they were young. Because if they had good
language development and being able to speak or communicate before 5 years old, their prognosis
would be good as well.
Kindergarten’s language learning was different from the adult’s. Since children’s intellectual
maturity was not fully well developed. They were not able to think abstractly. Moreover, they could
not use every part of their organ related to language development perfectly. These kinds of one’s
ability was based on competency available for individual. Children learned how to use language by
listening from their parents or caretakers’ speech at home or in daily life as well as from their teachers
at schools by imitating what being heard from the others before developing into meaningful words.
Language was crucial for learning in kindergarten with autism in inclusive schools very much since
they had to learn language in communicating the meanings, thinking, imagination, expression, and
adjustment to their environment. They had to be ready for meaningful language learning in
supporting every aspects of their development properly step be step.
Therefore, the researchers were interested in developing the perception and language
expression skill curriculum for kindergarten with autism spectrum in inclusive schools, in order to
evaluate whether the developed curriculum would be qualified for developing the perception and
language expression skill curriculum for target group students with autism spectrum disorder in
inclusive school.
2. Research Objectives
1. To study perception and language expression skill curriculum for kindergarten with
autism spectrum disorder in inclusive school.
2. To study the effect of usage in perception and language expression skill curriculum
for kindergarten with autism spectrum disorder in inclusive school.
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3. Research Methodology
This research was an Experimental Research with One Group Pretest Posttest Design.
รปู แบบ A O1 X O2
A represented the Experimental Group
O1 represented the Pretest before using the experimental curriculum
X represented the Treatment in using the perception and language expression skill
development course for kindergarten with autism spectrum disorder in inclusive school
O2 represented the Posttest after using the curriculum
Comparing the pretest and posttest scores.
The target group using in this research were 4 of 4–6-year-old kindergartens of Khon Kaen
University Demonstration School, Special Education Division. They were selected by Purposive
Sampling.
4. The research instruments were:
1) The Behavioral Observation Inventory for kindergarten with autism spectrum disorder in
inclusive school,
2) the Ability Evaluation Form of perception and language expression skill development
curriculum, and
3) the Program for perception and language expression skill development curriculum
developed by the researchers.
There were 3 steps of development including:
Step 1, Preparation Step, for instance, eye contact, eye moving for seeing, mouth shape exercise,
mouth shape imitation, tongue practice, speaking training, sucking practice, blowing, pronunciation for
meaning and meaningful words, imitating one’s physical movement and gesture.
Step 2, the Vocabulary Adding, titled “My body,” parts of body, titled “People whom I know”
membership unit in family and people in community, titled “Place where I know” place unit in house
and place in community, titled “Things around me” the unit of utensils in daily life.
Step 3, the Vocabulary Using, telling or specifying one’s parts of body, people whom I know,
place where I know, things around me.
Figure 1. Media for supportive learning of perception and language expression skill.
Data Collection
In his study, data were collected with target experimental group 4 male kindergartens with
autism spectrum disorder, 4-6 year old (being capable of speaking or mentoring). The experiment was
conducted at Khon Kaen University Demonstration School, Special Education Division based on the
experimental design. Data were collected by the researcher themselves as followings:
1. The experimental group were observed and recorded their Perception and Language Expression
Skill.
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2. The pretest was performed with the experimental group by using the Evaluation Form of
Perception and Language Expression Skill in Kindergartens with Autism Spectrum, developed
by the researchers. Each student’s performance was examined and scored.
3. The activities were organized by Perception and Language Expression Skill in Kindergartens
with Autism Spectrum Disorder, developed by the researchers. The experiment was conduced
18 sessions, 50 minutes each session.
4. The Posttest was performed by using the Vocabulary Meaning Comprehension. In addition, the
Evaluation Form of Perception and Language Expression Skill in Kindergartens with Autism
Spectrum Disorder, developed, the same issue of pretest.
5. Data Analysis
The obtained data of research study were analyzed by researchers through program developing
Perception and Language Expression Skill in Kindergartens with Autism Spectrum Disorder, from total
of 4 students. Data were analyzed by comparing the pretest and posttest scores of Perception and
Language Expression Skill of all 4 Kindergartens with Autism Spectrum Disorder, and Descriptive
Analysis. The criteria for judging the student’s development were :
0 referred to lower than criterion of developmental level 0-54 points
1 referred to fair level of developmental level 55-64 points
2 referred to moderate level of developmental level 65-74 points
3 referred to age developmental level. 75-84 points
4 referred to over age level of developmental level 85-100 points
6. Conclusions
According to the experiment, found that the program for Perception and Language
Expression Skill could be able to develop the students truly.
Step 1, Preparation
The environmental situation was organized by seating for students to sit in arranged area,
greeting and listening to activity in class period. The students exercised their organ using for speaking
by imitating the mouth shape from pictures and teachers. They were cheerful and attentive in selecting
the pictures showing one’s speaking organ through joyful cycle. All of 4 students could sit on
designated area for greeting as we’ll as listening to their class activities from suggestions and
stimulation by teachers. They exercised their organ using for speaking by imitating the mouth shape
from pictures and teachers. They were cheerful and attentive in selecting the pictures showing one’s
speaking organ through joyful cycle. Everyone was excited and interested in joyful cycle. Although
fourth student often left her seat, she paid attention to class activity by coming back to her seat and
participate in activity as well as cooperate with teacher by herself until the end of class.
Step 2, Vocabulary Adding
During this step, the teacher played very important role in understanding vocabulary or its
meaning through learning media such as reading the story telling, using computer program, and being
stimulated in moving their eyes following vocabulary flash cards. In this study, the assistant for
stimulating the students’ viewing and eye moving was vocabulary cycle. Consequently, all of 4 students
were interested in viewing multi media, and tales. In addition, they opened the book tales to compare
with computer program. They were interested in looking at flash cards and much more interested in
when their teacher attached the cards at vocabulary adding cycle. When they had opportunity in
moving the vocabulary cycle themselves, they paid more attention to pictures. Only the third student,
her pronunciation and language use were in very low level. The teacher had to stimulate and encourage
her, for instance, activity participation for joyfulness and feeling. She praised her student every time the
student uttered her sound or pronounced it more loudly. As a result, the student used her voice in her
word more loudly while she was cheerful with activities.
Step 3, Vocabulary Using
When the students had visual perception as well as vocabulary understanding, they would apply
their vocabulary in communication or language expression such as answering the question,
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pointing/touching, picking, symbol using, body language, and nonverbal language. In this step, it could
be seen that the illustrations could help all of 4 students to have more understanding, answer the
question correctly, be confident in uttering while answering by speaking more clearly. It could be seen
from their scores from Vocabulary Comprehension Test. The differences of their competencies in
perception and language expression were in higher level. The findings from all of 4 students found that
they could not specify every family member since they came from single family. In some families,
there were no sister or brother. Only sometimes they would have their opportunity to contact with their
relatives. These might be the causes of the students who were not able to understand the meaning of
vocabulary using for family member. (the information from parents’ interview) In addition, the unit of
daily life utensil, some students were not able to specify by themselves because they were not used to
naming and using the utilities by themselves. Consequently, they had to be suggested by their teacher
or coach.
The findings of scores from before and after using the program of perception and language
expression curriculum, were compared for differences and analyzed as following.
Table 1 :
the pretest and posttest scores of Perception and Language Expression Skill for all of 4 Kindergartens
with autism spectrum, total of 6 learning units.
Data indicated the students’ perception and language expression.
Figure 2: The comparative scores of competency in perception and language expression between
before and after using the program of perception and language expression curriculum total of 6 learning
units in all of 4 Kindergartens with Autism Spectrum Disorder.
From Figure 2, found that the scores of competency and behavior in perception and language
expression skill between before and after using the program of perception and language expression
curriculum of 4 Kindergartens, found that the scores of competency in perception and language
expression, after using the program of perception and language expression curriculum total of 6
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learning units for all of 4 Kindergartens with Autism Spectrum Disorder, were increased in every
learning unit.
Figure 3: The comparative scores of competency and behavior in perception and language expression
for all of 4 Kindergartens based on developmental criterion between before and after using the program
of perception and language expression curriculum in all of 4 Kindergartens with Autism Spectrum
Disorder.
According to Figure 3, indicated that the comparative scores in competency and behavior of
perception and language expression in all of 4 students based on criterion of developmental evaluation,
after using the program of perception and language expression skill their scores were different from
before using the program. The first student, before using the program, he obtained 55.5 points which
was in Fair level of development. But, after using the program, he obtained increasing score of 82
points which was in Age Developmental Level. The second student, before using the program, she
obtained 57 points which was in Fair level of development. But, after using the program, he obtained
increasing score of 84.7 points which was in Age Developmental Level. The third student, before using
the program, he obtained 54.1 points which was in lower level than criterion development. But, after
using the program, he obtained 79 which was in Age Developmental Level. The fourth student, before
using the program, he obtained 50 points which was in lower level than criterion. But, after using the
program, she obtained increasing score of 76 points which was in Age Developmental Level.
According to the findings of scores indicated all of 4 students’ competencies of perception and
language expression, were in age developmental level. It was indicated that their scores of
competencies of perception and language expression, were in increased in the same direction. It was
showed that the developed course could develop efficiently.
7. Discussions
According to research objectives, the findings found that the perception and language expression skill
for Kindergartens with autism spectrum disorder could develop their perception and language
expression skill efficiently. As it could be seen from scores indicating both of competencies and
behavior in perception and language expression of all 4 students based on criterion of development,
were increased in the same direction. According to this study, found that after using the perception and
language expression skill course by using the training program including: media, picture, multimedia,
cycle for increasing the vocabularies through provided activities focusing on visual learning. As a
result, the students were able to answer the question and point the picture correctly. In addition, it was
found that the picture could help them understand. So, they were confident in answering the question
more quickly when the pictures were used. It was supported by Jirapon Chano’s (2008) study in
Development of Teaching Model for Meaning Expression in Increasing Problem Behavior of 3-6 year
old Preschool Student with Autism. The research findings found that the supplementary visual learning
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media such as demonstration, real object, gesturing, and photograph could help them to be competent in
communication better. They could communicate through picture freely. Their problem behavior was
decreased. Furthermore, it was found that their communication level was long lasting after the end of
program. Moreover, It was supported by Jenjira Laksanaboonsong’ (2011) study in Picture
Communication in Early Childhood found that the picture communication could facilitate early
childhood’s perception, comprehension, remembering, and response. For basic behavior and discipline,
after using the illustration media, the average score was higher than the average score before using the
media. According to the class teacher’s score from evaluation, it was indicated that the change in
students’ behavior and discipline. While they were learning in school, their performances were
improved. It was also supported by Nuchnat Kaewmat’s (2004) study in the Media Usage for
Developing Communication Competency in Children with Autism. The research findings found that
the cases’ competencies were improved in all aspect compared between before and after the study
including their competencies in understanding the communication meaning, using the communication
vocabularies, and initiating their communication. Two weeks after training, found that the cases could
still understand both of meaning and communication vocabularies very well.
According to the findings of this study, the perception and language expression skill curriculum
for kindergarten with autism spectrum disorder in inclusive schools, using the media, picture, written
tale, multimedia, and cycle for vocabulary adding for this course focusing on supplementary visual
learning, could develop their perception and language expression skill efficiently. It was supported by
Somporn Wansej’s (2009) statement that most of learning in children with autism was caused by
remembering through seeing the object, picture, and symbol. Consequently, they were able to
remember and understand the vocabularies better. The visual learning media was a crucial instrument
for facilitating the children in participating activity or situation successfully.
8. Recommendations of the study
Using program for developing perception and language expression skill, the user should understand and
be skillful in using and selecting the instrument to be suitable for and available in both of situation and
development in current situation of school, for instance, the students were interested in the book tales or
computer program.
For environmental preparation, included the arrangement for student’s seat, and preparation for
supplementary learning media which the trainer or coach could be able to pick it up without leaving
one’ seat frequently so that it would not interrupt the children’s concentration in content they were
learning.
The major strategies for training: the teacher had to stimulate the students to look at, be
attentive and interested in the illustration of program as well as encourage them utter their sound
naturally.
9. Recommendations for future study
The curriculum for perception and language expression skill for student with autism spectrum disorder
should be developed in every class level. The program should also be established for developing the
children’s perception and language expression skill for students with autism spectrum disorder without
spoken language.
10. References
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of Preschool Students with Autism. Master of Education Thesis in Curriculum and Instruction, Graduate
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Kaewmat, Nuchnat. (2004). Picture Media Usage for Developing Communication in Childrenwith Autism.
Master of Education Thesis in Educational Psychology and Counseling, Graduate School, Chieng Mai
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Laksanaboonsong, Jenjira. (2011) Picture Communication in Early Childhood. SilpakonUniversity.
Likanapichitkul, Dusit. (2002). Developmental Therapy for Children with Autism. Bangkok: Plan Publishing
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Media. Khon Kaen: Klangnana.
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
Home Skill Development Program For Autis
Spectrum Disorder People: A Group
Without Spoken Language
Prisana ANJUMPAa*, Wannee HAEMUTHAIb, Kissanpon HARUNRATa
Jittra SHOMUANGSHAEc & Thanyarat CHANSEANGc
a Faculty of Eucation, Khon Kaen University, Thailand
bCenter for Empowerment and Development of Autism, Khon Kaen Province
cResearch and Service Institute for Autism, Khon Kaen University, Thailand
*[email protected]
Abstract: This research aims to study the effects of homework skills training in people with
autism spectrum disorder without spoken language. This is an experimental research with a
single sample group. (Single Subject Design (Multiple baseline design across subjects) Form
A – B. The target group was obtained by means of purposive sampling. The specification
included: being a person with an autism spectrum disorder without spoken language. The
participants were: Five people aged between 15 to 30 years old from Khon Kaen University
Demonstration School Department of Special Education, and ten people aged between 15-30
years old from the Center for the Development of Persons with Autism, Khon Kaen
Province.The housework skills training program includes seven activities: 1) sweeping the
house, 2)mopping the house, 3) washing dishes, 4) washing and drying, 5) Machine washing
and drying, 6) folding clothes and storage, and 7)making bed. Research assessment tools
included: 1) Household Skills Assessment Form, 2)Autism Treatment Evaluation Checklist
(ATEC-THAI), and 3) Life Skills Assessment Form. Data analysis was performed by using
basic Statistics, for finding percentages and finding the mean
The results showed that after the experiment, the target group had higher scores in all
aspects of activities: The housework skill score increased from 40.6 percent to 64.8 percent,
autism functions decreased from 38.6 of symptoms to 28.8 percent, and life skills increased
from 28.1 percent to 37.5 percent. It indicated that the developed- program can enhance
housework skills, life skills, and improve autism functions of people with out spoken
language.And also, it can help it can help reduce dependence on helpers as well. .
Keywords: Autism, Home Skill Program, Adolescent.
1. Introduction
Autistic Disorder is a psychiatric disorder characterized by delayed brain development in three areas:
social, speech, or language and behavior. In Thailand, autism rate is found to be 6 people in every 1,000
people. It is estimated that around 300,000 children nationwide will suffer from this disease. Of these,
they still have very little access to services, about 10 percent, or just over 30,000 per year. only people It
was found that two-thirds of autistic individuals were dependent on others. and need lifelong caregivers
while 1 in 3 have moderate self-reliance. and found that 1-2 percent can be self-reliant (fully
independent) At present, it is found that the group that is dependent on others tends to decrease. and
self-reliant groups tend to increase This could be a result of faster diagnosis and treatment. (Maliwan
Ruenkham , 2009) talked about the meaning of life skills that life skills are A person's ability to adapt to
behavior appropriate to dealing with needs. social skills learning skills Emotional Manipulation Skills
understanding other people's feelings helping others self esteem career development facilities and
technology doing daily routine (Chun Bun Lam, Kaylin M. Greene, Susan M. Mchale (2017). Have
studied the time to do housework for junior high school students to adolescents in the working hours of
parents and youth Development courses are reviewed. family relationship and participation in youth
household chores from the age of 8-18 The findings highlighted gender characteristics and household
chores. as well as the importance of considering both personal and contextual factors when examining
youth's daily activities.
543
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
(Sarah Thebaud, Sabino Kornrich, Leah Ruppanner (2019) have studied good housekeeping Good
Expectations, Gender, and Household Norms Today, gender remains the main predictor of household
chores in modern society. The results showed no difference in male and female respondents in their
perceptions of how cluttered the room was or how quickly they needed to be cleaned. Thaweesak
Siriratrekha. 2015 From the study, it was found that There are still two-thirds of autistic youth who need
to depend on others, so adolescents with autism should continue to develop self-help skills in daily life.
including helping with housework The practice of housework skills is sweeping, mopping, washing
dishes, washing by hand and washing with a washing machine, drying clothes, storing clothes, folding
clothes, arranging bedding, storing bedding, etc.
Therefore, this research project is interested in studying the results of the homework skills
training program. To develop the potential of autism spectrum adolescents without spoken language to
be able to take care of oneself in using daily life skills independently without relying on others.
2. Research Methodology
Target population
Autism Spectrum Individuals Fifteen people with autism spectrum disorder were diagnosed by
doctors, ages 15-30, and 15 parents or caregivers.
Location
1. Khon Kaen University Demonstration School special education department (Autism
Research Center)
2. Center for the Development of Autistic Persons Khon Kaen Province
Results of the homework skills training program among adolescents with autism spectrum disorder
without spoken language.
Research variables
Primary Variables Hovse skills training program among adolescents with autism spectrum disorder
without spoken language, constructed by research team.
Variables based on household chores practice and theory of learning of people with autism spectrum
disorder
Expressed benefits
1. People with autism have knowledge and skills in daily household chores.
2. Individuals with autism are able to do daily household chores.
3. Individuals with autism have better physical correlation.
4. Parents, caregivers and those who are interested in applying the daily household chores
course to develop self-care potential in daily life in adolescents with autism and bedridden
syndrome.Research tools
1. Homework skills training program among adolescents with non-verbal autism spectrum
disorder.
2. Autism Assessment Form (Thai version) Autism Treatment Evaluation Checklist
(ATEC-THAI) and
3. Life Skills Assessment Form
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
3. Results
This is an experimental research with a single sample, Single Subject Design (Multiple baseline
design across subjects) model A – B. The target audience was obtained by means of purposive
sampling, consisting of 2 phases: Phase 1 (A), The stage before using the action method means the
data in the baseline period during which the first 4 days of household chores are not practiced. 2 (B)
Action phase refers to the experimental phase where the researcher conducts homework skills training
program for adolescents with autism spectrum disorder who do not have spoken language. It took 4
days/week, approximately 1 hour per day, for 3 weeks, as shown in the following figure.
The research tool is questionnaire survey
1. Housework skills training program among adolescents with non-verbal autism spectrum
disorder.
2. Autism Assessment Form (Thai version) Autism Treatment Evaluation Checklist
(ATEC-THAI) and
3. Life Skills Assessment Form
Table 1
Characteristics of housework skills training among adolescents with autism spectrum disorder without
spoken language
week at test date activity
1 Housework skills training in adolescents with autism spectrum disorder
2 Monday,
3 Tuesday without spoken language
4 Wednesday Activity 1 Sweeping the house
Monday, Activity 2 Mopping the house
Tuesday
Wednesday Activity 3 Washing the dishes
Monday,
Tuesday Activity 4 Hand washing and washing machine, drying clothes
Wednesday Activity 5 Picking up the clothes and folding the clothes.
Monday,
Tuesday Activity 6 Make a bed, put pillowcases, and put on the mattress.
Wednesday Activity 7 Tidy up bed, fold the blankets.
Table 1 shows the activity characteristics associated with housework skills training among
adolescents with autism spectrum disorder without spoken language. To increase housework skills in
individuals with autism spectrum disorder, a group of non-colloquial adolescents who spend 4
days/week, approximately 1 hour per day in troining sessions. The housework skills training program
divided into 7 activities as follows
545
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
Activity 1 Sweeping the house In this activity, learners will learn the importance of sweeping
the house. house sweeping equipment and the process of sweeping the house This is because it is a
daily activity that individuals with autism spectrum disorder encounter.
Activity 2 Mopping the floor. Learners will learn the importance of mopping the house.
mopping equipment The process of mopping the house house mopping.
Activity 3 Washing dishes. Students will learn the importance of washing dishes. dishwashing
equipment dishwashing process dishwashing operations.
Activity 4 Hand washing and washing machines, drying clothes. Learners learncd. The
importance of washing clothes, drying clothes, washing equipment, drying clothes, washing
procedures, drying clothes, washing and drying operations because it is an activity that people with
autism spectrum disorder should practice, so they can manage the work by themseives.
Activity 5 Cloth picking, folding cloth. Learners learned the importance of cloth storage,
folding cloth, cloth picking equipment, folding cloth, cloth picking process, folding cloth, cloth
picking practice, folding cloth.
Activity 6 Make the bed. put the pillowcase, put the sheet on the mattress. Learners learned
the importance and the steps of arranging the mattress, inserting the pillowcase, making the bed, and
setting the bed accessories.
Activity 7 Tidy up the bed, folding blankets. Learners learned the importance and of storing
mattresses, folding blankets, mattress equipment storage, folding blankets, procedures.
Data analysis
In this research, the researcher conducted both quantitative and qualitative data analysis. Were analyzed
by
1. The obtained data were analyzed as follows: for percentages, and mean.
2. The data from activities obseruation were analyzed by content analysis.
Research results
The findings demonstrate that the target group performed better in all aspects of activities after the
experiment: The housework skill score increased from 40.6 percent to 64.8. The autism score
decreased, from 38.6% symptoms to 28.8, life skills scores increased from 28.1 percent to 37.5,
indicating that the developed program can enhance housework skills, life skills, reduced autism
function. This development world disorder without spoken language. Reduce the dependency on
helpers as well.
Table 2
shows the Demographics of 15 People with autism spectrum disorder.
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
Table 3
Table 1 Household Skills Assessment Form
Target group Pre-test Post-test
1 68 183
2 114 158
3 89 150
4 45 76
5 88 171
6 105 171
7 140 196
8 96 168
9 108 218
10 118 142
11 189 206
12 113 151
13 53 172
14 123 159
15 62 90
2411
Total score 1511 248
Full score 248
Average rating 100.73 160.73
40.6 64.8
Table 4
Result of Autism Treatment Evaluation Checklist
Target group Pre-test Post-test
1 106 69
2 55 36
3 55 42
4 57 47
5 58 20
6 54 42
7 135 80
8 76 47
9 53 37
10 53 38
11 54 54
12 104 104
13 52 40
14 81 64
15 44 54
1037 744
Total score
Full score 179.00 179.00
Average rating 69.13 51.60
38.6 28.8
547
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
Table 3
Life skills assessment form
Target group Pre-test Post-test
1 53 85
2 64 101
3 51 91
4 65 81
5 86 114
6 56 76
7 86 99
8 51 72
9 53 81
10 71 104
11 57 48
12 41 46
13 53 66
14 57 61
15 43 57
887 1182
Total score
Full score 210.00 210.00
Average rating 59.13 78.80
28.2 37.5
4. Discussions
Before the homework skills training for people with autism spectrum disorder, a group of adolescents
without spoken language, it was found that the target group had a housework skill score of 40.6 percent.
But after the experiment, all of the target groups had higher scores as follows: The housework skills
score rose to 64.8, interpreting the results that people with autism spectrum disorder had household
skills. at the highest level. And before the housework skills training in individuals with autism spectrum
disorder, a group of adolescents without spoken language it was found that the target group had a 38.6%
reduction in autism scores. Which indicted a high level of symptoms of autism. However, after the
experiment, all of the target groups had better scores as follows: Autism score decreased to 28.8% This
interpreted that individuals with autism spectrum disorder had a better level of autism. And before the
housework skills training in individuals with autism spectrum disorder, a group of people without
spoken language found that the target group had a life skills score of 28.1%. At the level that can be
done if someone helps, 3 means that it can be done by yourself But after the training sessions, all of the
target groups had better scores as follows: The life skills score increased to 37.5, interpreting that a
person with autism spectrum disorder had an achievable life skill score if assisted.
Suggestions should use the homework skills program. To develop individuals with autism
spectrum disorder, a group of adolescents without spoken language.
Acknowledgments
This research was successful. by Assistant Professor, Assoc. throughout the research period and would
like to thank the advanced professor Dr. Suchart Phaholphak, M.D.
548
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
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549
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
550
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
551
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