Exploring the Effectiveness of Service-Based Learning in Developing Simplified Arabic Verbal Communication Skills among Children with Autism

Abstract

This study aimed to explore the effectiveness of service-based learning in developing Simplified Arabic Verbal Communication Skills among children with autism. An experimental approach was employed with a single group consisting of 22 children diagnosed with autism, assessed through pre- and post-test measurements using the Simplified Arabic Verbal Communication Skills Test. The skills targeted in this study included: Language Comprehension, Sentence Construction, Auditory Response, Emotional Expression, Logical Sequencing of Ideas, Question Asking, Non-verbal Communication, Participating in Dialogue, Interaction with Others, and Cultural Understanding. The results revealed significant improvements in the children's communication skills across all the targeted areas, with the most noticeable advancements in Language Comprehension, Sentence Construction, and Participating in Dialogue. These findings highlight the positive impact of service-based learning as an effective method for enhancing verbal communication abilities in children with autism. Moreover, it was evident that the inclusion of service-based learning fostered an interactive and supportive learning environment, contributing to the children's confidence in using language in real-life contexts. In light of these results, it is recommended that service-based learning be incorporated into educational interventions aimed at improving verbal communication among children with autism, particularly in the context of Arabic language education. Such programs offer a promising avenue for promoting language development and enhancing social interaction skills in children with autism.