Constructive Play Model To Improve Communication and Social Interaction of Children With Autism Spectrum Disorder in Inclusive Kindergartens: A Research and Development Study

Abstract

Objective: To develop the Constructive Play Model, a teacher-implemented instructional model integrating applied behavior analysis, Montessori pedagogy, and Vygotsky's zone of proximal development, and to evaluate its feasibility and its effect on communication and social interaction of children with level 1 autism spectrum disorder in inclusive kindergartens.

Methods: A research and development study based on Borg and Gall's cycle and Rowntree's instructional design model (planning, development, evaluation). A needs analysis with inclusive kindergarten teachers preceded model development. Ten experts from five domains rated feasibility, and teachers rated readability. Effectiveness was examined with a single-subject design in five children aged 5 to 6 years in three inclusive kindergartens in Balikpapan, Indonesia, across two intervention cycles, using a 14-indicator observation rubric (seven expressive and seven receptive indicators). Descriptive percentages and normalized gain were calculated.

Results: Mean expert feasibility was 87.8% (range 85.5% to 92.7%), classified as good. All children improved: mean rubric scores rose from 40.0% to 79.8%, with individual gains of 29 to 50 percentage points and normalized gains of 0.53 to 0.77 (mean 0.66, moderate). Teacher readability ranged from 81.8% to 96.4%.

Conclusion: The model was considered feasible by experts, usable by non-specialist teachers, and was associated with improved communication and social interaction in this small sample. Controlled studies with larger samples and follow-up into later childhood and adolescence are needed.