THE IMPACT OF A PSYCHOEDUCATIONAL PROGRAM ON THE DEVELOPMENT OF FUNCTIONAL COMMUNICATION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER
THE IMPACT OF A PSYCHOEDUCATIONAL PROGRAM ON THE DEVELOPMENT OF FUNCTIONAL COMMUNICATION IN PRESCHOOL CHILDREN WITH AUTISM SPECTRUM DISORDER

Summary/Abstract: This study investigates the impact of a psychoeducational communication intervention program on the development of functional communication in preschool children with autism spectrum disorder (ASD). The research was conducted on a sample of 60 children aged between 5 and 6 years, divided into an experimental group (N = 30) and a control group (N = 30). A quasi-experimental pretest–posttest design was employed, and participants were assessed using standardized instruments targeting cognitive, language, and communication development. Children in the experimental group participated in an individualized psychoeducational communication intervention program implemented over a 40-week period during the 2024–2025 school year, while the control group continued to receive their usual educational and therapeutic services.The results revealed statistically significant improvements in expressive language, receptive language, and functional communication within the experimental group compared to the control group. Statistical analyses confirmed the effectiveness of the intervention, with participants in the experimental group demonstrating substantially greater progress across all assessed domains. The findings support the importance of implementing structured and individualized psychoeducational programs aimed at enhancing functional communication in children with ASD and highlight their potential to facilitate educational and social inclusion.

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