Optimizing Expressive Language Skills of Children with Autism Through Interactive Learning Assistance Strategies

Abstract

This study aims to analyze the effectiveness of an interactive learning assistance strategy in optimizing expressive language skills in three children with autism (Azam, Rafa, and Alib). The research employed a Single Subject Research (SSR) method with a multiple baseline across subjects design. Data were collected through structured observations and repeated assessments during the baseline (A1), intervention (B), and second baseline (A2) phases. The indicators assessed included the ability to answer open-ended questions, construct simple subject–predicate–object sentences, express needs independently, and initiate and maintain conversations. Visual analysis revealed positive changes in level and trend across all subjects following the intervention. The coefficient of determination (R²) values were 0.8697 for Subject 1, 0.8365 for Subject 2, and 0.8176 for Subject 3, with an average of 0.8532, indicating a large effect size based on Cohen’s (1988) criteria. In addition to quantitative improvement, qualitative observations showed increased communication initiative, more complete sentence structures, and improved conversational endurance. The findings confirm that interactive learning assistance significantly enhances expressive language skills in children with autism and is recommended for inclusive educational settings.