Global Journal of Medical Research, A: Neurology & Nervous System, Volume 23 Issue 3

lives (Corbett., et al.,2013). Although there is increasing evidence supporting the use of social skills training to improve social performance, there is little evidence that this enhanced performance improves the quality of social life of people with ASD (McMahon, et al., 2012). This discrepancy is, at least in part, due to how the dependent variable was defined. Researchers commonly evaluate the efficacy of interventions by examining observable changes in behaviour, focusing on the behaviour's outward appearance. Examples of these dependent variables encompass aspects like social initiation, social response, conversational skills, and peer imitation (Sabey et al., 2020). As a majority of studies within this category revolve around peer interactions, they were primarily assessed under the former title. Upon evaluating the studies, it becomes evident that a total of 140 individuals with autism were involved in the research. Regarding the gender composition of the participants, five were male, two were female, and the gender of 133 individuals with autism was not specified. The age range of the participants varied from 6 to 12 years. If the methods of the studies are examined, one can notice that different designs were used. For instance, Kasari et al. (2012) employed a 2x2 factorial design, McMahon et al. (2012) utilized a clinic-based intervention approach, Sabey et al. (2020) incorporated both observational and interventional design, Sansi et al. (2021) employed a mixed-method sequential exoplanetary design, and Vincent, et al. (2022) adopted a single-case experimental design. All the interventions evaluated used social skills intervention, but they used different programs such as peer social connection (Kasari, et al., 2012), vocalizations (McMahon, et al., 2012), social behaviour (Sabey, et al., 2020), physical activity (Sansi, et al., 2021), and cooperative play (Vincent et al., 2022). Table 3: Social skills training articles Author(s), year Sample Age Design Intervention Findings Kasari., Rotheram- Fuller., Locke and Gulsurd., 2012 60 students with ASD 8 y 2 x 2 factorial design Social Skills Significant improvements can be made in peer social connections for children with autism spectrum disorders in general education classrooms with a brief intervention, and these gains persist over time. McMahon., Vismara., and Solomon, 2012 28 students with ASD 12 y Clinic-based intervention Social Skills Training Over the course of the intervention, participants made fewer initiating and other vocalizations, more responding vocalizations, spent more time interacting with a group of peers and spent marginally less time interacting with a leader. Sabey., Ross., and Goodman, 2020 2 boys, and 1 girl with ASD 7-11 y Observational and interventional design Social skill training The intervention increased participants’ social behaviour. However, its mixed results in the quality of peer responses may be a more meaningful indicator of its effect on the quality of social lives of the participants. Sansi., Nalbant., and Ozer, 2021 45 students with ASD 6-11 y Mixed-method sequential exoplanetary design Physical Activity Program on the motor skills, social skills The IPA program increased the motor and social skills of ASD students. Vincent et al., 2022 3 boys, 1 girl with ASD 6-8 y Single-case experimental design Social Skills Intervention The students on the autism spectrum showed increases in the percentage of time engaged in cooperative play with peers during the intervention. d) Review of Strategy 4: Collaborative Teaching Schools are communal organizations, and for teachers, collaborative competence is an essential component of their expertise. Similarly, Collaboration is an essential aspect of teacher education, helping students learn how to teach effectively and develop their team teaching (Huskens, et al, 2014). Collaborative learning focuses on five key characteristics (DatTran, 2013). The five pillars of collaborative learning theory are consistent with the 52 Year 2023 Global Journal of Medical Research Volume XXIII Issue III Version I ( D ) A © 2023 Global Journals Cooperative, Collaborative, and Related Strategies’ Effect on Learning in Children with Autism