DESIGNING A LEARNING ACTIIVITY USING VISUAL COGNITIVE STRATEGIES THROUGH A WRITING SKILLS TRAINING PROGRAM FOR CHILDREN WITH AUTISM
DOI:
https://doi.org/10.55003/JIE.24310Keywords:
Visual cognitive , Writing skills , Training program, , Children with autismAbstract
This research developed the Writing Skills Training Program for Children with Autism, an innovation grounded in the Visual Cognitive Strategy. The program was systematically developed and subjected to a comprehensive evaluation of its effectiveness. The population for this study consisted of learners with moderate autism in special education settings. The target group comprised three learners with moderate autism, selected through purposive sampling from the Udon Thani Special Education Center during the 2025 academic year.The inclusion criteria were: (1) official certification of moderate-level autism from experts/institutions, (2) the ability to perform screen-based activities or line-drawing, (3) informed consent from parents and the institution, and (4) no health contraindications regarding the use of digital media. The findings indicated a high level of program efficacy, assessed using customized research instruments: (1) an appropriateness evaluation form for experts, (2) a satisfaction questionnaire for teachers, and (3) a writing skills assessment for the children. Data analysis, utilizing descriptive statistics (percentage, mean, and standard deviation), yielded consistently positive outcomes. Regarding the quality of the innovation, experts evaluated the program's content and multimedia components, rating their appropriateness at a high level (𝑥̅ = 4.23, SD = 0.30). This affirms the program's academic rigor and engagement capacity. In terms of practitioner acceptance, teachers reported a high level of satisfaction (𝑥̅ = 4.38, SD = 0.32), underscoring the program's practicality for classroom implementation. The most significant outcome was the impact on learners; all three participants demonstrated clear improvement in their writing skills following the intervention,
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