Effective Ways in Encouraging Children with Autism

This document discusses effective methods and strategies to encourage children with autism to interact with other children and people in society. It explores the impact of autism on children's developmental disability and the joint contribution of teachers and psycho-pedagogy in developing social skills. The document also provides recommendations for enhancing social interaction and communication skills among children with autism.

Running head: EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
What are the Effective Methods to Encourage a Child with Autism Interact with Other Children?
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1EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Declaration

2EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Executive Summary
Autism is considered as spectrum disorder as children can be positioned in any place within the
spectrum. It has also been revealed by the researcher that children having autism spectrum
disorder indicate systems at an early stage; moreover, such symptoms can be identified in
childhood and adulthood. The aim of the research was to analyse the most effective methods to
encourage a child with autism interact with other children. It was gathered from the findings of
the research that several children with autism has an increased desire to engage in social
interactions they lack the necessary skills and because of such difficulties, it is important to
support the learning of social skills among children that must be encompassed within the
educational plan in schools. Based on the findings gathered from the case study on Autism,
certain effective recommendations are offered that can facilitate the teachers and the parents in
developing social interaction and communication skills among the autism students with other
people. This can be ensured through enhancing the learning environment along with increasing
the availability of learning materials for the students with special needs. Moreover, teachers can
also improve their sense of responsibility in enhancing social interaction.

3EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Acknowledgement
I would like to express the deepest appreciation to my committee chair Professor, who has the
attitude and the substance of a genius: he continually and convincingly conveyed a spirit of
adventure in regard to research and scholarship, and an excitement in regard to teaching. Without
his guidance and persistent help this dissertation would not have been possible.

4EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Table of Contents
Chapter 1: Introduction....................................................................................................................6
1.0 Background............................................................................................................................6
1.1 Research aim..........................................................................................................................8
1.2 Research Objectives...............................................................................................................8
Chapter 2: Literature Review...........................................................................................................9
2.1. Introduction...........................................................................................................................9
2.2. Concept and Characteristics of Autism..............................................................................11
2.3. Educating Learners with Autism........................................................................................12
2.4. Teaching Social Integration for Learners with Autism......................................................14
2.5. Socio-Cultural Learning Theory.........................................................................................16
2.6. Research Gap......................................................................................................................17
Chapter 3: Methodology................................................................................................................18
3.0 Philosophy...........................................................................................................................18
3.1 Research design...................................................................................................................19
3.2 Research approach...............................................................................................................20
3.3 Data type used......................................................................................................................20
3.4 Research Strategy................................................................................................................21
3.5 Sampling method.................................................................................................................23

5EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
3.6 Type of analysis...................................................................................................................23
3.7 Time horizons......................................................................................................................24
3.8 Ethical aspects.....................................................................................................................24
3.9 Limitations...........................................................................................................................24
Chapter 4: Findings and Analysis..................................................................................................24
4.1. Research Aim and Objectives.........................................................................................24
4.2. Case Studies on Facilitating Social Interaction among Children with Autism..................25
Chapter 5: Conclusion and Recommendations..............................................................................30
5.1. Conclusion..........................................................................................................................30
5.2. Recommendations...............................................................................................................32
References......................................................................................................................................34

6EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Chapter 1: Introduction
1.0 Background
Autism Spectrum Disorder is a developmental disorder that impacts the ability of
children to communicate and interact with others. Based on the National Autistic Society of UK,
there are approximately 700,000 autistic children and adult in the UK. Likewise, (Thompson,
McFerran and Gold 2014: 842), autism is called a spectrum disorder as children can be anywhere
on the spectrum of autism. It has been well identified by the researcher while conducting a
survey in the UK that children with autism spectrum disorder depict symptoms at an early age.
Additionally, such symptoms continue during childhood as well as adulthood. As suggested by
(Buggey and Ogle 2013:204), the reason behind children developing autism is still unknown;
however, it has been proposed that it might be caused due to a combination of genes they are
born with as well as certain things in their environment also triggers those genes. Furthermore, it
has been also analysed in the UK that there are two kinds of children with autism, (Lubetsky
2011: 67). The 1st kind of children with autism has issues relating to other people as well as
difficulties while making eye contact. Likewise, they seem uninterested in relating to their family
members. On the contrary, the 2nd kind of children with autism may have the tendency to keep
talking for too long with strangers, family members, and friends about a specific topic they are
obsessed with. This in turn critically pushes other people away.
As put forwarded by (Tager-Flusberg and Kasari 2013: 470), children with autism may
not be able to comprehend nonverbal communication, take things literally, inability to handle
more than one idea at a time and talks about a particular subject for too long. In other words, the
way they perceive the world is highly distinct compared to a normal child. On the other hand,

7EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
children with autism also face challenges in learning or educational activities due to their
developmental disability. It has been well stated by (Berry et al. 2013: 79), it is the responsibility
of both teachers and parents to be patient and persistent towards the children with autism in order
to develop their ways of learning as well as enhance the rate of interaction and communication
with others. Such alignment of view is limited in UK health and social communities. It is also
significant to show love and respect to the child in order to encourage them to develop new
social skills as well as must show different places with distinct interaction with other people and
children that would also assist to learn new things. As suggested by (), it is significant for parents
as well as teachers to keep on motivating the children with autism as it would encourage them to
develop their socialising skills and learning abilities.
Furthermore, the discipline of psycho-pedagogy has emerged in the particular field of
investigation for developing children with autism specifically in the UK. It has been well
suggested by (Casenhiser, Shanker and Stieben 2013: 235); psycho-pedagogy integrates
interdisciplinary conductive activity and method. It assists children with autism to enhance their
education and conduction as well as cure psychic disturbances of children. Likewise, it includes
therapy and rehabilitation for children with autism to develop both emotional and personal
attributed to children. It is a significant method that has got attention in the UK as the
determinant of health and social communities that assists to develop the socio-cultural and
learning activities of children with autism; however, the support from parents and teachers needs
to be aligned with such developmental objective, (Hourcade et al. 2013: 3201). In relation to
such context, the proposed study would analyse significant methods and strategies for
developing children with autism by social interaction with children and other people through a
qualitative aspect with special reference to the UK.

8EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
1.1 Research aim
As stated by (Ennis-Cole Durodoye and Harris 2013: 285), autism is a critical lifelong
developmental disability that affects the perception of people to view the world as well as
interact with others. The main aim of this project is to analyse effective methods and strategies
for encouraging children with autism to socialise and interact with other children and people in
society at ease with regard to the UK. In addition, the rationale behind the project is based on the
study of autism specifically in the analysis of joint action between primary school teachers and
psycho-pedagogy. It has been analysed that very little information or exploration has been made
in this particular field of investigation by the past researchers. Hence, the proposed study aims to
depict the significance of the joint contribution of both primary school teachers and psycho-
pedagogy for assisting children with autism with regards to the UK in order to overcome their
learning difficulties and socialise with other people. The findings of the study would contribute
to the particular field of investigation assisting teachers and parents to efficiently deal with
children with autism specifically based on UK health and social communities. It also offers wide
scope for the future researcher to integrate psycho-pedagogy in this particular field with intrinsic
information for developing other effective methods.
1.2 Research Objectives
Based on the background and aim of the study, to analyse the methods and strategies for
developing the children with autism by social interaction with children and other people with
special reference to the UK, following are the objectives-
 To explore the impact of autism on children’s developmental disability;
 To analyse the issues associated with children with autism;

9EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
 To comprehend the joint contribution of primary school teachers and psycho-pedagogy
towards developing children with autism for better learning and social interactions with
regards to the UK;
 To identify effective methods for encouraging children with autism to socialise and
interact with other people and children in society with regards to the UK.
Chapter 2: Literature Review
2.1. Introduction
Autism Spectrum Disorder is a developmental disorder which affects the ability of children
in interacting with others. Relied on UK “National Autistic Society”, there are around 700000
autistic children along with audits within UK (Williford et al. 2018: 211). Autism is considered
as a spectrum disorder as children can be positioned in any place within the spectrum. It has also
been revealed by the researcher that children having autism spectrum disorder indicate systems
at an early stage; moreover, such symptoms can be identified in childhood and adulthood
(Alvesson and Sköldberg 2017: 107). The reasons for which these people developed autism are
remained unknown. It has also even proposed that it might have resulted due to combination of
genes they are born with along with that certain environmental aspects also triggers such genes.
Moreover, it has been revealed that there are two classes of children with autism among them the
first kind are children having autism facing issues related with interacting with other people
along with difficulties in making eye contact. These children are seemed to be not that interested
in associating with their family members. On the other hand, second category of children with
autism have a tendency of continuing to talk for a long time with strangers, family members and

10EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
friends regarding a particular topic they are highly obsessed (Arunachalam and Luyster 2018:
67). This tends to push people away.
Children having autism disorder might not be capable to comprehend the non-verbal
communication, accepting things literally, inability to deal with more than one idea at a time
along with taking about a specific subject over a long duration. In adoption, the manner in which
these children perceive the world is quite different in comparison to a normal child. In contrast,
children facing with autism deal with challenges in learning or education conduct because of
developmental disability. It has also been stated by Bitsika, Sharpley and Mailli (2015: 210) that
the teachers and the parents must be responsible to remain persistent and patient with children
with autism through developing learning techniques with improving the communication with
others. It is also important to treat the autism children dealing with autism with respect for
encouraging them to learn new things. It is important for teachers and parents to regularly
motivate these children that can encourage them to improve their learning and socializing skills
and abilities.
Moreover, the psycho-pedagogy discipline has emerged in this specific research field for
developing children having autism. It has also been gathered that psycho-pedagogy integrates
interdisciplinary conductive method and activity (Blake et al. 2017: 22). This facilitates children
with autism to improve their learning and education along with addressing psychic issues faced
by children. Similarly, it also encompasses therapy along with rehabilitation of children facing
autism in developing the personal and emotional attributes of children. It is also considered as an
important method that supports in developing the socio-cultural along with learning activities of
children facing autism and support of teachers and parents requires being aligned with
developmental objective. In consideration to such aspect, the researcher has evaluated important

11EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
strategies and methods in developing children having autism through social interaction with
children and different people by a qualitative study (Chen, Lee and Lin 2016: 39).
2.2. Concept and Characteristics of Autism
Costa et al. (2015: 111) defined autism as a spectrum disorder that results in a range of
social skills deficit along with communication. Individuals on the high-functioning end of the
spectrum can survive without facing increased troubles but the ones with lower functioning can
deal with several challenges all through their lives. These researchers also stated that autism is
attaining an increased attention from researchers those are seeking to raise its symptoms and the
manners to improve them for offering the autistic individuals a better quality of life. Cunha et al.
(2016: 212) stated that as the autism spectrum disorder is associated with relatively new
diagnosis, the researchers are testing several distinct intervention techniques. Kossyvaki, Jones
and Guldberg (2016: 97) revealed that the research designs employed within research analyzing
social interaction strategies used for treating children with Autism are segmented into
exploratory, explanatory and descriptive research design. Exploratory research design is relied
on secondary sources and focuses on effective data collection by means of case studies, survey
method or focus groups. This develops the qualitative aspect of the research. Descriptive
research deign is employed in analyzing the inner relationships along with properties of a
particular process relied on research. It is relied on the survey evaluation and develops a basis of
primary resources. Explanatory research design explains the cause-effect relationship of the
research through evaluating the relationship among various variables (Kumar 2019: 102).
Autism is considered as a process to describe children with certain types of social
deficits. The recent criteria for autism are considered to be the persistent effects in social
communication along with interaction with repetitive behaviour patterns, interests or activities.

12EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
In carrying out research on same, previous researches considered employing exploratory research
design as it is best suitable for the qualitative research study through use of the credible
secondary resources. The use of case study analysis relied on the articles and journals are
increasingly significant relied on the research scope.
2.3. Educating Learners with Autism
Davidson (2015: 112) revealed that although several children with autism has an
increased desire to engage in social interactions they lack the necessary skills and because of
such difficulties, it is important to support the learning of social skills among children that must
be encompassed within the educational plan in schools. To address the need of children learns
having autism within schools, the primary schools teachers must include a systematic along with
multilayered approach in teaching necessary social skills to children that is highly evident in UK.
Lane, Lieberman-Betz and Gast (2016: 232) suggested that there are two kinds of researchers
approaches used in the research related with treating children with Autism includes educative
and inductive research approaches. Deductive research approach is relied on quantitative aspect
of the research and it employs survey interviews and polls in carrying out casualty analysis in
order to test hypotheses. Inductive research approach is based on qualitative research studies. It
considers using secondary resources encompassing pre-published journals, articles, books along
with websites for developing an efficient research framework (Mackey and Gass 2015: 133).
Previous researches on such subject considered employing inductive approach is deemed
as suitable for the reason that the study employed the pre-published journals, articles, books
along with websites those are important in analyzing efficient methods for children dealing with
autism. It also offered important information along with developing a qualitative aspect of the
research. Henning et al. (2016: 154) indicated that the research methodologies that were used in

13EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
previous researches of teaching children with Autism were segmented into positivism
interpretive and realism. In interpretism philosophy logic and methods those are employed in
developing conclusion of the research are integrated in order to validate the developed research
hypotheses. The positivism philosophy employed in such researches is relied on the principles
related with reproducibility and verification and the focus towards knowledge is increasingly
valued within this philosophy that is attained through credible resources through comparing with
other researches. The philosophy of realism follows the methods and logic relied on natural
science and it facilitates the researcher in realizing the underlying casual method for reinforcing
certain identified regularities (Holt and Yuill 2017: 102).
Dehkordi, Moradi, Mahmoudi and Pouretemad (2015: 56) also added that special plan along
with program in improving the social skills are necessary. The learner having autism is required
to have clear educational objectives; systematic taught along with repetition is vital that is highly
believed in Germany. Silverman (2016: 122) stared that the type of research analysis is
categorized into qualitative and quantitative data analysis that was observed to be used in
previous researches of analysing education strategies available for teaching children with
Autism. Qualitative research analysis is relied on secondary sources and it employs words more
than the numbers. It also focuses on developing an in-depth perspective of a specific event or
phenomenon. Moreover, the quantitative data analysis is relied on certain statistical tools and
models in order to attain effective numerical values. Such results are relied on the numbers that
defines the research scope. In analysing effectiveness of various learning techniques available for
children with Autism the integration of qualitative analysis might offer in-depth information to
attain desired data for obtaining comprehensive database for this research. The implementation

14EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
of the secondary data has also assisted in widening the necessary facts or causes related with
some phenomenon with suitable justification (Smith and Dale 2016: 144).
The primary school teachers are considering the tools those are visual and are useful in
facilitating students to grasp the content. Moreover adapting to the manners in which teaching
autism learners are taught need organized environment along with hanging them to teaching
approaches (Didehbani et al. 2016: 122). To make the autism children aware of the happenings it
is important and useful in indicating the children with autism in increasing their social
interaction. In analyzing the same, positivism philosophy has been employed focused on study
scopes it has facilitated in successful research completion. It has also supported the researcher in
obtaining important information focused on children having autism in developing efficient
methods of encouragement in contrast to other researches.
2.4. Teaching Social Integration for Learners with Autism
Finke et al. (2017: 179) explained that joint contribution of the primary school teachers along
with psycho-pedagogy can be helpful for developing children with autism in UK. In the social
integration teaching process of psycho pedagogy, the dimension of psycho motor serves as an
optimal manner of on-verbal communication within the social environment for the children
suffering with autism. It is also recognized that any child coordinates his/her mother activity in
accordance with their mental image of certain perceived act. The psycho-pedagogy therapy of
teaching social integration facilitates by means of its integrated programmers that the evaluation
of the individual is aimed at attaining knowledge about one’s own body along with self-
identification. Mercer (2017: 67) indicated research strategies used in previous researches on
social integration teaching strategies for leaders with Autism were segmented into grounded
theory, survey, experiment and case study method. In the experiment strategy there is definition

15EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
of theoretical hypotheses along with experimental conditions relied in selected samples within
the fold of natural science, psychology and social science. Case study analysis is focused on
attaining data relied on several evidence sources. It facilitated in offering intrinsic information by
means of employing secondary sources regarding a particular object or subject in order to build
the qualitative aspect of the research. The survey research strategy was considered viable for
carrying out the research through employing questionnaire as a primary instrument. It facilitated
in developing an effective framework by ensuring comparison of important variables in
analyzing the psycho-pedagogy therapy effectiveness (Mora-Guiard et al. 2017: 122). This type
of researches has focused on carrying into the case study evaluation in order to attain suitable
idea of the study. It can also assist in attaining relevant evidence source by means of employing
secondary resources along with data relied on the selected research subject.
Fletcher (2017: 68) added that the education system is directed towards the learning
theory by means of maintaining joint collaboration of the primary school teachers. Such
collaboration is focused on providing socialization to children by means of interaction along with
ensuring teaching of ritual skills that can facilitate the children with autism to realize the social
act. These researchers also stated that through the joint collaboration, the primary school teachers
can play a considerable role in interacting with students along with supporting them to interact
with their peers that is highly evident in UK. Fletcher-Watson et al. (2016: 145) elucidated that
the selection of social interaction teaching activities along with their distribution in which child
understands is important for the development of the learners. In addition, the need of the person
to interact and teach the ritual skills can facilitate children with autism to understand the social
acts observed to be followed in Germany for treating children with autism. Moreover in the
psycho-pedagogy program explains that the children with autism face difficulties in

16EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
accomplishing tasks that requires use of both hands and in addition the eye-hand coordination
also proves to be problematic in certain situations. The psycho-pedagogy method attempts to
improve such situation of the autism children through developing in them social interaction skills
through performing simple moves along with handling objects after demonstration. Flick 2015:
56 added that the psych pedagogy social teaching of the autism children encourages the learning
of moving around along with interacting with other in a manner that encourages further trust
development job with positive relationship building. Such movement experiences facilitate
children to be supported suitably along with being encouraged for exploring their exceptional
creativity by means of shared movement activities.
2.5. Socio-Cultural Learning Theory
Ghasemtabar et al. (2015: 104) explained that the socio-cultural learning theory explains
the actual level of children development through follow the functions which can be matured
along with the possibility of the development level. This theory suggests that if a children having
autism does something without help that indicates the activity functions are matured. The
proximal development zone is determined by means of analyzing the problems that cannot be
solved by children independently. Golestan, Soleiman and Moradi (2017: 122) indicated that the
zone of proximal development is discussed into two levels actual and assistance based
development. This theory ensures that there must be interaction with others highly experienced
peers and adults. Moreover, it also proposed that the social interaction influence an individual’s
cognitive development. Through interaction with others along with implementing the tools for
solving the interaction issues of autism children such as psycho-pedagogy can act as a major
facilitator that supports them in reaching positive interaction.

17EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Haas et al. (2016: 78) indicated that the social cultural learning theory supports the
education of autism children through getting assisted in the classroom through joint collaboration
and psycho-pedagogy techniques. In implementing such techniques, the primary teachers assists
and collaborates with the learners, engage with students within activities and also simplify tasks
along with motivating students and through helping students in solving frustration. These
researchers also elucidated that the social learning theory also has an increased impact on the
social needs education with students having autism as it focuses on the relevance of educating
children with several impairments. In addition, the severe disabled students with autism needs
special assistance along with guidance from teachers for crossing the development level by
means of social interaction. Hansen and Shillingsburg (2016: 155) explained that the learners
having autism needs special assistance along with guidance with teachers through employing
psycho-pedagogy learning techniques.
2.6. Research Gap
From analyzing the existing literature on social interaction development processes with
children having autism, it has been gathered that there is a gap in analyzing the challenges faced
by the children with autism related with language and communication difficulties, behavioural
issues, motivation trouble along with distractibility that can cause potential issues for social
learning of these children. Considering same, the current research was focused on addressing the
gap through explaining joint contribution of the primary school teachers along with psycho-
pedagogy for developing children with autism (Hebbeler and Spiker 2016: 165).
The research offered significant implications on explaining that autism is a critical lifelong
developmental disability which impacts people perception regarding the world along with
interaction with others. With such significance, the research has focused on evaluating effective

18EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
strategies and methods that can encourage children having autism to interact and socialize with
other people in UK (Chevalier et al. 2017: 132). Moreover, the significance of the current
research is to evaluate effective strategies and methods in encouraging children having autism to
interact as well as socialize with other children. Considering this the research rationale is relied
in study of autism in evaluating the joint action between primary school teachers and psycho-
pedagogy. It has also been evaluated that less information or research exist in this research faced
by previous researchers. For this reason, the proposed research is intended to analyses the
significance of joint contribution of psycho-pedagogy and primary school teachers in assisting
children to deal with autism and address learning difficulties along with socializing with other
children. The findings gathered from this research have offered major contributions in assisting
parents and teachers to effectively deal with children having autism (Chung and Chen 2017:
122). It also offered a broad scope for the future research in associating psycho-pedagogy within
this selected field with internal information for develop other effective methods.
Chapter 3: Methodology
3.0 Philosophy
As put forwarded by (Merriam 2015: 54), research philosophy can be categorized into-
Interpretivism- This philosophy integrates logic and methods that are used to develop the
findings of the research in order to validate the hypothesis of the study.
Positivism- This philosophy is based on the principles of verification and reproducibility.
The concentration towards knowledge is highly valued in this philosophy which is gathered
through credible resources by comparing with other studies.

19EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Realism- This philosophy also follows logic and methods based on natural science. It
assists researchers to understand the underlying causal mechanism in order to reinforce the
observable regularities.
The justification for the use of positivism philosophy
In relation to the scope of the proposed study, the researcher has considered attaining
positivism philosophy for successful completion of the study. It would assist to attain relevant
information based on children with autism for developing effective methods of encouragement
with the comparison of other studies.
3.1 Research design
As stated by (Miller et al. 2012: 67), research design can be segregated into-
Exploratory research design- It is highly based on secondary resources and focuses on
the effective collection of data through the use of case studies, focus group or survey method. It
develops a qualitative aspect of the study.
Descriptive research design- It is used to depict the inner relationships and properties of
a specific phenomenon based on the study. It is based on survey analysis and forms a basis of
primary resources.
Explanatory research design- It highlights the cause-effect relationship of the study by
analysing the relationship of different variables.
The justification for the use of exploratory research design

20EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
The use of exploratory design has been considered in this study as the proposed study is
completely based on qualitative analysis through the use of secondary resources. The use of case
study analysis based on journals and articles is highly significant based on the scope of the study.
3.2 Research approach
On the other hand (Saunders, Lewis and Thornhill 2012: 89), suggested two kinds of
approaches-
Deductive approach- This approach is highly based on the quantitative aspect of the
study. It uses interviews, survey and polls for causality analysis as well as to prove the
hypothesis.
Inductive approach- This approach is highly based on the qualitative aspect of the study.
It uses secondary resources including pre-published journals, books, articles, and websites for
developing an effective framework of the study.
The justification for the use of the inductive approach
In relation to the scope of the present study, the use of inductive approach is considered
as the use of pre-published journals, books, articles, and websites are significant for analysing
effective methods for children with autism. It would offer relevant information and develop a
qualitative aspect of the study.
3.3 Data type used
As stated by (Smith 2015: 102), the data type can be divided into-
Primary data type- It is based on the quantitative aspect of the study by the use of
questionnaire, survey, tolls or interviews.

21EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Secondary data type- It is based on the qualitative aspect of the study through the use of
pre-published journals, books, articles, and websites.
The justification for the use of secondary resources
Relevant secondary data would be gathered from pre-published journals, books, articles,
and websites for attaining in-depth understanding and knowledge to identify effective methods to
encourage children with autism to interact with other people.
3.4 Research Strategy
As stated by (Snyder 2012: 16), research strategy can be categorized into-
Experiment- This strategy includes a definition of theoretical hypothesis as well as
experimental conditions based on the selected samples in the field of natural science, social
science and psychology.
Case study analysis- It is based on the gathering of data based on several sources of
evidence. It delivers intrinsic information through the use of secondary resources about a specific
object or subject for building a qualitative aspect of the study, (Silverman 2013: 98).

22EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Figure 1: Research Onion
(Source: Saunders et al. 2012: 52)
Survey- It is viable for conducting business research through the use of a questionnaire as
its primary instrument. It develops an efficient framework by the comparison among variables.
Grounded theory- It integrates a series of observation and does not consider any
theoretical framework formation in the beginning.
The justification for the use of case study analysis
The use of case study analysis has been considered for the study in order to accomplish
the overall objective of the study. It would assist to attain relevant source of evidence through the
use of secondary resources and data based on the chosen title of the project.

23EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
3.5 Sampling method
In relation to the proposed study, the use of primary resources of data would not be
considered as the formation of qualitative study is of primary consideration. Hence, the use of
sample size or population has not been considered for the study. The use of secondary resources
including pre-published journals, books, articles, and websites have been considered for the
study for developing the qualitative aspect of the study. The use of the Google search engine and
Google Scholar has been considered primarily for finding relevant sources based on the
keywords children with autism and effective methods for developing children with autism for
learning and socialising with others.
3.6 Type of analysis
As stated by (Terrell 2012: 260), type of analysis can be categorized into-
Qualitative analysis- It is highly based on secondary resources and uses words more than
numbers. It develops an in-depth understanding of a particular phenomenon or event.
Quantitative analysis- It is based on statistical tools and models for deriving numerical
values. The results based on numbers define the scope of the research.
The justification for the use of qualitative analysis
The integration of qualitative analysis would offer in-depth information to come out with
desired data for attaining comprehensive database for this study. The use of secondary resources
would also assist to narrow down the facts or the causes of a certain phenomenon with
appropriate justification.

24EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
3.7 Time horizons
As stated by (Ritchie et al. 2013: 67), time horizons can be categorized into cross-
sectional and longitudinal studies. The researcher in this study has considered the use of cross-
sectional study as the time limit for the entire study is limited attaining the overall objective of
the study. On the other hand, longitudinal study is inappropriate for the study as it takes time and
requires information before and after any phenomena or to study people.
3.8 Ethical aspects
In order to conduct this study, the necessary precautions for securing data management
based on data protection and CU policy has been significantly considered by the researcher.
3.9 Limitations
The major limitation of the study is the time and budget set for the entire project.
However, with complete dedication, the researcher has made significant progress for
accomplishing the first part of the study.
Chapter 4: Findings and Analysis
4.1. Research Aim and Objectives
The aim of the research is to analyse the most effective methods to encourage a child with
autism interact with other children. The objectives those are attained through completion of the
current research are indicated below:
 To analyses the impact of Autism on developmental disability of children
 To evaluate the issues related with children dealing with autism

25EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
 To comprehend the joint contribution of the primary school teachers along with psycho-
pedagogy for developing children with autism for effective learning and social
interactions
 To recognize efficient methods in encouraging children with autism for interacting and
socializing with other children and people within the society of UK.
4.2. Case Studies on Facilitating Social Interaction among Children with Autism
Case Studies and Issues Faced by Children with Autism
In consideration to the proposed research, using the primary data is resources was not
considered in formation of the qualitative study is the major primary consideration. For this
reason, the use of relevant sample size or population was not considered within the research. The
implementation of secondary resources encompassing the previously published journals, articles,
books along with websites (Rosenberg, Congdon, Schwartz and Kamps 2015: 177). This
secondary data collection method has been considered in this research in order to develop the
qualitative aspect of the research. In the secondary method, use of Goggle search engine and
Google scholar was taken into account primarily in recognizing important sources relied on the
keywords including children with autism and distinct methods of developing children having
autism for socializing and learning through collaborating with others.
The case study was of “E” was considered in this analysis who is an eighteen year old
boy from a middle class family in UK which was considered as the subject a previous research of
Davidson (2015: 145), E was observed to be diagnosed with the disorder of autism spectrum at
the age of four and faces increased trouble with social interaction particularly with initiating. The
researcher stated that the subject’s mother anticipated that E initiates 30% of the social

26EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
interactions, specifically with employing one-word utterances. His mother explained his
communication as “cutting out the unimportant words” and also stated that most of the full
sentences or longer phases used by him are the rehearsed utterances. Davidson (2015: 78)
revealed that such learning has been taught to him by the primary school teachers for faulting
him to learn such interacting skills. The subject’s mother also estimated that in 80% of the time,
E repeats back his questions except the ones with which he is quite familiar. For instance, he
feels less trouble with the rehearsed questions like his name, names of family members or certain
sentences those are generally asked by him like the dinner in the next day. On the other hand,
case study of a child with Autism in Germany was researched by Finke et al. (2017: 167) and the
issue that was highlighted to be faced by child was that he used delayed echolalia to an increased
extent that focuses on quoting long segments of overheard passages. He does this also with the
other people or at the time he is alone.
Social Interaction Development Tools
In order to record data notepad, video camera and cell phones were employed.
These tools were employed in developing notes regarding the happenings in the environment
along with writing transcriptions for certain whispered utterances that might not have been
recorded within the camera. The programs and sessions those were undergone by E in
developing his social interaction skills include joint collaboration of the primary school teachers
and the use of psycho-pedagogy. It is evident from the case study that psycho-pedagogy and
learning through primary school teachers are most common form of therapies followed in UK for
encouraging children with Autism (Walliman 2017: 199). In carrying out the current research has
maintained ethical considerations, certain important precautions are taken in securing the data
management and the data protection. Moreover, the CU policy has also been considerably

27EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
recognized by the researchers. The researcher has also ensured that the data has been gathered
from diverse authentic and reliable resources that entertained the trustworthiness of the research
(Smith et al. 2017: 189).
Design of Social Interaction Tools
It has been observed from analyzing the case of E presented in the research of Davidson
(2015: 111), that his psycho-pedagogy sessions considered use of technology in order to offer
him an extensive chance to interact among the social groups without speaking and it was
observed to have drastic results in the research conducted by Wiek and Lang (2016) the social
interaction teaching session employed by the primary schools teachers employed technology
such as Google docs to facilitate E and the researcher in communicating that can be read by
others. In this psycho-pedagogy session the questions those were asked to E were was quite
familiar like the activities in which he participated, movies, his favourite hobby along with the
presence of his movies. Davidson (2015: 122) also stated that all the questions in the social
interaction teaching process were kept simple along with the open-ended to avoid employing
echoliac responses along with avoiding overwhelming E. Pictures were also employed in
fostering enter social interaction with E, as he was asked questions regarding the people within
the picture along with the activities they are performing. This social interaction method was
implemented in enabling E to identify the objects from the pictures in building skills of social
interacting. In this case study, it has been observed that pictures of people along with things
which E was familiar with was employed. On the other hand, a case study of a child dealing with
Autism presented in the research of Finke et al. (2017: 133) indicated that the social interaction
session undergone by the child included discussion of the actual objects that can facilitate him
with object permanence in guiding discussion that was an approach proposed by the child’s

28EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
mother to the primary school teachers. From analyzing the case of this child it has been observed
that social interaction among close family members and in the school facilitates in supporting the
autism students in Germany. This indicates that social interaction therapy is most common in
encouraging communication of Autism children in Germany.
Procedure in Teaching Social Interaction
Fletcher (2017: 155) revealed that E participated in overall eight interacted sessions and
each of them lasted for around 30 minutes along with one final time of observing his social
interaction with family was also observed in analyzing the changes after completion of the social
interaction teaching session. All the observations for E took place at his home. His mother was a
part of all the sessions and supported with coax to him along with taking more through offering
them with an increased encouragement. His older sister was also present for portions of certain
sessions. Through observing the interactive sessions of the child with Autism in Germany, Finke
et al. (2017: 166) analyzed that the social interaction teaching sessions and E was also made to
employ echolalia. The child also went through going through the phases of employing echones
more or less frequently. From such session it was observed that during the session initially he sat
ideally and then he gave short answers and repeated back more questions. After five sessions that
was that employed typing, the researcher typed the question along with along with reading it. In
this social interaction session, hearing questions made him verbally respond prior to typing any
response and he never typed without speaking the aspects he had to say. In the session that was
undergone by E in UK was observed to resend to all the sessions and his focus improved as
sessions were progressed. The case study of E confirmed the explanations provided by the
previous researches regarding use of joint collaboration by primary school teachers and use of
psycho-pedagogy in enhancing the communication skills among the students having autism in

29EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
UK. Supporting the findings of the case study, Williford et al. (2018: 177) revealed that the
autism children in Germany successfully respond to current methods that are most effective in
encouraging better social interaction. Considering same, unlike Autism therapies used in UK,
Germany also considers certain technology based therapies along with social interaction such as
stem cell therapy that improves verbal and self-care skills as observed in case study of the child.
However, Zhang et al. (2015: 188)’s explanation on the psycho-pedagogy method was
more of a communication strategy than a method as close-ended questions were used in
improving the social interaction capability of the candidate having autism that is the latest
therapy UK is using for treating children with Autism. On the other hand, from the case study
analysis it has been gathered that the communication skills of the child with Autism in Germany
was treated through using the classification and technology based social interaction method
indicated high improvement. Fletcher (2017: 199) in their research revealed that after the social
interaction teaching session, E was observed to show improvements in responding to all the
prompts during the social conversions and considering same, the research conducted un UK was
observed to be successful in recognizing methods such as “Psycho-pedagogy” and “primary
school teachers collaboration” that encouraged E to communicate effectively. The case study
analysis carried out in this research of Zhang et al. (2015: 201) facilitated in analyzing the
autistic community treatment in Germany with more data in understanding the ways in which
low-communicate autistic adolescents’ respond when they prefer to speak through using
technologically based social interaction techniques.

30EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
Chapter 5: Conclusion and Recommendations
5.1. Conclusion
The aim of the research was to analyze the most effective methods to encourage a child
with autism interact with other children. It has been revealed that there are two classes of
children with autism among them the first kind are children having autism facing issues related
with interacting with other people along with difficulties in making eye contact. These children
are seemed to be not that interested in associating with their family members. On the other hand,
second category of children with autism have a tendency of continuing to talk for a long time
with strangers, family members and friends regarding a particular topic they are highly obsessed.
It was gathered from the findings of the research that several children with autism in UK has an
increased desire to engage in social interactions they lack the necessary skills and because of
such difficulties, it is important to support the learning of social skills among children that must
be encompassed within the educational plan in schools. It has also been evaluated that less
information or research exist in this research faced by previous researchers. For this reason, the
proposed research is intended to analyses the significance of joint contribution of psycho-
pedagogy and primary school teachers in assisting children to deal with autism and address
learning difficulties along with socializing with other children in UK. It was also revealed that
autism spectrum disorder is associated with relatively new diagnosis; the researchers are testing
several distinct intervention techniques. Autism is considered as a process to describe children
with certain types of social deficits. The recent criteria for autism are considered to be the
persistent effects in social communication along with interaction with repetitive behaviour
patterns, interests or activities that is followed in Germany.

31EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
It was gathered that the data type employed in this type of research can be segmented into
two types such as primary and secondary data type. Primary data type is relied on the
quantitative research aspect through employing survey, questionnaire, interviews and tolls.
Secondary data type is focuses on analyzing the qualitative aspect of the research by means of
using pre-published journals, articles, books and websites. In the current research, the most
relevant data type used is secondary data that has been gathered from websites, articles and other
explained secondary resources having data on social interaction among autism students. Such
data type is employed in gathering an in-depth knowledge and understanding for recognizing
effective methods for encouraging children facing autism in interacting with other people.
This secondary data collection method has been considered in this research in order to
develop the qualitative aspect of the research. The findings gathered from this research have
offered major contributions in assisting parents and teachers to effectively deal with children
having autism. To address the need of children learns having autism within schools, the primary
schools teachers must include a systematic along with multilayered approach in teaching
necessary social skills to children. Psycho pedagogy social teaching of the autism children
encourages the learning of moving around along with interacting with other in a manner that
encourages further trust development job with positive relationship building. Such movement
experiences facilitate children in UK to be supported suitably along with being encouraged for
exploring their exceptional creativity by means of shared movement activities. It has also been
evaluated that less information or research exist in this research faced by previous researchers.
For this reason, the proposed research is intended to analyses the significance of joint
contribution of psycho-pedagogy and primary school teachers in assisting children to deal with
autism and address learning difficulties along with socializing with other children. The findings

32EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
gathered from this research have offered major contributions in assisting parents and teachers to
effectively deal with children having autism.
5.2. Recommendations
Despite of having several implications, the major limitation of the current research is the
time along with the budget restraints of the overall research. Conversely, with having complete
dedication, the researcher has made consistent progress in attaining the first part of the research.
Moreover, another limitation that is observed in the study is regarding the credibility of the
selected secondary sources (Therrien and Light 2016). The data gathered can be outdated and not
updated with time that can into the research findings reliability. In addressing such limitation, the
secondary data is considered to be gathered from authentic and peer reviewed journals and
articles in ensuring the credibility of research findings.
Based on the findings gathered from the case study on Autism, certain effective
recommendations are offered that can facilitate the teachers and the parents in developing social
interaction and communication skills among the autism students with other people. Such
recommendations are indicated below:
 The schools in Germany must ensure developing an interactive environment among the
students and the teachers. This can be ensured through enhancing the learning
environment along with increasing the availability of learning materials for the students
with special needs. Moreover, teachers can also improve their sense of responsibility in
enhancing social interaction.
 In order to improve autism students’ social interaction capabilities, the teachers of the
primary schools of UK must focus on implementing culture specific pedagogy along with

33EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
culturally responsive teaching as major initiatives in making the education quite
culturally inclusive. This can be conducted by means of developing effective classrooms
by practicing cooperative learning among the students having autism.
 The teacher education programs in primary schools must be modified to develop the
pedagogical skills needed within inclusive classrooms along with ensuring that style of
teaching is correlated with the learning styles of autism children. Moreover, the teachers
and the parents dealing with autism children must work collaborate to promote self-
reliance along with supporting children to attain coping skills. The major focus of such
inclusive education for autism children must be on inculcating certain independent living
skills, decision making, critical thinking, problem solving skills along with articulation of
related concerns.

34EFFCTIVE WAYS IN ENCOURAGING CHILDREN WITH AUTISM
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