Original Research Article
Year: 2019 | Month: May | Volume: 9 | Issue: 5 | Pages: 255-259
Efficacy of Parently Approach Pedagogy on Improving Verbal and Non- Verbal Skills of Children with Autism
Mrs. Bindu Arokia Amali. J1, Mrs. Rajeswari. S2, Dr. Renuka. K3
1PG student, Child Health Nursing, Kasturba Gandhi Nursing College, Sri Balaji Vidyapeeth, Puducherry.
2Professor, Child Health Nursing, Kasturba Gandhi Nursing College, SBV, Puducherry
3Principal, Kasturba Gandhi Nursing College, SBV, Puducherry
Corresponding Author: Mrs. Rajeswari . S
ABSTRACT
Background/Objective: Birth of a child is a special gift of every parent. Naturally, some babies fail to develop and acquire milestones like normal children. These condition in which there is a significant deficit or delay in the development of various mental functions from early childhood, are called developmental disorders or disabilities. Among the developmental disorders Autism is a chronic developmental disorder with an increasing prevalence. This study was conducted to assess the efficacy of Parently Approach Pedagogy (PAP) to Primary care givers on improving verbal and non- verbal skills among school children with Autism.
Methods: True-experimental research design was adopted. Initially 94 samples were selected using convenient sampling technique. 47 primary care givers of children with Autistic in experimental and control group. The experimental group received Parently Approach Pedagogy (PAP). The pre and posttest assessed on Verbal and nonverbal skills of autistic children.
Result: The findings shows that statistically highly significant (P<0.001) difference between the level of verbal and non- verbal skills of autistic children in experimental and control group in post- test.
Conclusion: Parently Approach Pedagogy (PAP) was effective in improving the verbal and non- verbal skills in children with Autism.
Key words: Parently Approach Pedagogy (PAP), Verbal skills, Non- verbal skills, children with Autism, Primary care givers