Thesis:

Effect of early intervention measures on social interaction of children with autistic spectrum disorders in public primary schools in mumias west sub-county, kenya

Children with autism have difficulties in social interaction. Lack of interaction skills affects their achievements in school and later in adulthood. Active socialization helps to build a sense of self-realization and increase awareness of their expectations. Children with autism also have difficulties in communication process and are limited in non-verbal communication. They lack skills for interaction with their peers, make unnecessary yells in class, cry without a cause and concentrate on issues of their interest in social situations. These make their peers to reject them thus leaving them lonely and isolated. It is important for these children to develop Social interactions skills which are vital for inclusion. This can be done through early intervention programs which are limited in Mumias West Sub- County. The purpose of the study was to establish the effect of Early Intervention Measures on Social Interaction of children with autism in public primary schools in Mumias West Sub-County. Objectives of the study were: To determine the effect of Restructured Environment on Social Interaction of children with autism in public primary schools in Mumias West Sub County, establish the effect of Picture Exchange Communication System on Social Interaction of children with autism, determine the effect of Sign Language on Social Interaction of children with autism, to establish the effect of Electronic Media on Social Interaction of children with autism. This study adopted a mixed method research design that integrated both qualitative and quantitative data in order to give an in-depth understanding of the effect of Early Intervention Measures on Social Interaction of Children with Autistic Spectrum Disorders in Public Primary Schools in Mumias West Sub-County. Population of the study was 286 teachers teaching in inclusive programs in Mumias West Sub-County. Purposive sampling technique was used to sample out 91 teachers teaching learners with autism in inclusive programs in Mumias West Sub-County. The study was guided by The Social Cultural Learning Theory and Theory of Mind. Research instruments were questionnaires, interview schedule, document checklist and observation checklists. Validity of Instruments was done by experts in the school of education. The instruments were refined based on the comments of experts. Reliability was set at alpha value of 0.70. Qualitative data was analyzed using SPSS and by developing themes and sub themes which was reported thematically. Quantitative data was analyzed using descriptive and inferential statistics. Research findings were; Restructuring of Learning Environment has not been effectively modified to facilitate social interaction. Not much has been done in using Picture Exchange Communication System to improve social interaction, Sign language was not being effectively used to effect social interaction, no much effort are being made to use Electronic Media to improve social interaction. Recommendations were; more resources to be sourced to modify learning environment, Ministry of Education and school administrators to find ways of improving Picture Exchange Communication System, efforts to be made on use of Sign Language to improve Social Interaction, more efforts to be made in the use of Electronic Media. Findings of this study shall be valuable to the ministry of education in planning for early intervention programs for learners with Autistic Spectrum Disorders.