CoDAS · 2026
Clinical impact of the Development of Communication Skills in Autism (DHACA) on the development of social skills in children with autism.
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Silva Letícia Cristiny Arcanjo da, Silva Fádja Auxiliadora Alves E, Lima Rafaela Asfora Siqueira Campos, Montenegro Ana Cristina de Albuquerque
Аннотация
PURPOSE: To evaluate the clinical impact of the DHACA® method on the development of social skills in children with Autism Spectrum Disorder (ASD).
METHODS: This longitudinal quantitative intervention study conducted with 23 children with ASD, aged 3 to 6 years, who were nonverbal or minimally verbal. Individual intervention sessions using the DHACA® method were held weekly for 20 weeks. Social skills were assessed before and after the intervention using the ACOTEA-R protocol. Data were statistically analyzed using the Wilcoxon test.
RESULTS: There was a significant improvement (p < 0.05) in ten of the sixteen skills assessed, including "responds to name," "eye contact," "shared attention," and "symbolic play." Other skills, such as "responds to 'no'" and "takes turns," showed a tendency toward clinical improvement, although not statistically significant. Only three skills did not show relevant progress.
CONCLUSION: The DHACA® method proved effective in promoting social skills in children with ASD, contributing to greater autonomy and social participation. The results reinforce its clinical potential as a therapeutic resource in both educational and healthcare settings.
METHODS: This longitudinal quantitative intervention study conducted with 23 children with ASD, aged 3 to 6 years, who were nonverbal or minimally verbal. Individual intervention sessions using the DHACA® method were held weekly for 20 weeks. Social skills were assessed before and after the intervention using the ACOTEA-R protocol. Data were statistically analyzed using the Wilcoxon test.
RESULTS: There was a significant improvement (p < 0.05) in ten of the sixteen skills assessed, including "responds to name," "eye contact," "shared attention," and "symbolic play." Other skills, such as "responds to 'no'" and "takes turns," showed a tendency toward clinical improvement, although not statistically significant. Only three skills did not show relevant progress.
CONCLUSION: The DHACA® method proved effective in promoting social skills in children with ASD, contributing to greater autonomy and social participation. The results reinforce its clinical potential as a therapeutic resource in both educational and healthcare settings.