AUTISTA ROLE-PLAY INTERVENTION IN ORAL EXPRESSION SKILLS OF PRESCHOOLERS WITH AUTISM SPECTRUM DISORDER

Abstract

This paper presents a cluster-randomized controlled trial evaluating the efficacy of a structured play- based intervention for improving oral expression skills in children with ASD. This study addresses a critical area due to the intrinsic communicative difficulties of ASD and the limited evidence on role-play-based strategies that foster imitation, turn-taking, and creative expression in natural settings. The theoretical framework is grounded in Vygotsky's sociocultural theory and models of emotional regulation, highlighting social mediation as key to language development. Results indicated that, although initial language level is a strong predictor of progress, the role-play-only intervention did not generate statistically significant improvements in oral expression. The need for more intense doses, implementation fidelity, and possible combination with other strategies to improve effectiveness were discussed. The study highlights the importance of designing individualized and contextualized interventions for this population and provides relevant evidence for future research in play-based therapies. It also highlights the complexity and heterogeneity of responses to these interventions, suggesting caution in their widespread application.