Exploring the Effectiveness of an Instructional Program for Children with Autism in Enhancing Daily Life Skills: Education’s Reflection on Public Health

Abstract

This study aimed to explore the effectiveness of an instructional program in enhancing daily life skills (DLS) among children with Autism Spectrum Disorder (ASD), with a particular focus on improving their public health-related competencies. The study sample comprised 28 children (boys and girls) aged between 4 and 6 years, with a mean age of 5.4 years and a standard deviation of 0.92. Participants were purposefully selected from the registered children at the Ru’ya Center for Special Needs in Cairo, Egypt, ensuring the absence of additional motor, auditory, or visual impairments. A quantitative approach was employed, utilizing a quasi-experimental one-group pretest-posttest design. The researchers developed a Daily Life Skills Scale (DLSS) to assess key domains, including personal hygiene, proper nutrition, physical fitness and movement, safety and injury prevention, healthy sleep habits, social adaptation, disease prevention, and the responsible use of technology for health purposes. The scale was applied before and after the implementation of the instructional program, which consisted of 17 sessions conducted over 12 weeks. Findings revealed significant improvements in participants' daily life skills related to public health following the program's implementation. The instructional program demonstrated its effectiveness in fostering essential skills such as personal care, healthy eating, physical activity, and social adaptation-critical components of overall well-being for children with ASD. These results underscore the potential of structured educational programs to positively impact the daily lives and public health skills of children with ASD, thereby enhancing their independence and quality of life. The study highlights the importance of integrating health-related skill development into educational interventions for children with ASD, offering valuable insights for educators, therapists, and educational policymakers