Author

Ashly Jane S. Camasura*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study investigated the effect of social skills intervention strategies on the classroom participation of learners with autism spectrum disorder (ASD) in selected inclusive education programs in the five participating public schools during the School Year 2025–2026. Specifically, it determined the level of classroom participation of learners with ASD before and after the implementation of social skills intervention strategies and assessed the effectiveness of these interventions in improving classroom participation. The study employed a quasi-experimental pretest–posttest research design involving 100 SPED teachers from selected public elementary and secondary schools. Data were collected using an adapted four-point Likert-type structured rating scale that measured classroom participation and the extent of implementation of social skills intervention strategies, namely peer-mediated support, modeling, guided interaction, and reinforcement-based approaches. Weighted means, standard deviations, and a paired-samples t-test were utilized to analyze the data at a 0.05 level of significance. The findings revealed that learners with ASD demonstrated a very low level of classroom participation prior to the intervention (M = 1.68) and a very high level after the intervention (M = 3.26). Peer-mediated support, modeling, and guided interaction were rated as implemented, while reinforcement-based approaches were rated as highly implemented. The overall implementation of social skills intervention strategies was interpreted as implemented (M = 3.24). Furthermore, a significant difference was found between the pretest and posttest scores (t = 30.983, p < .001). The study found a significant within-group improvement in the classroom participation of learners with ASD. Continuous implementation of evidence-based interventions and professional development programs is recommended to further strengthen inclusive educational practices and learner engagement.

Keywords:  Special Education; autism spectrum disorder; social skills intervention strategies; classroom participation; quasi-experimental pretest–posttest; Davao del Norte, Philippines.

*Corresponding author / Email: Ashlyjanescamasura@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041668

Recommended citation:
Camasura, A. J. S. (2026). Social skills intervention strategies and their effect on classroom participation of learners with autism spectrum disorder. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1480-1493. http://doi.org/10.69651/PIJHSS05041668

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