Effect of task identification on attainment of adaptive skills among learners living with autism: an exploration of discrete learning instructional method.

Abstract

Autistic learners have inadequate socio-communicative abilities, which affects their ability to operate in society. This may be connected with insufficiency in mental processes due to the spectrum's erroneous cognitive style, which inhibits visual information processing. Stimulative and participative activities improve the brain's ability to adjust and integrate visual information in order to comprehend adaptive capacities. However, tasks design must be improved to improve learning capacity and attain functional competencies. The study aimed to determine the effect of task identification on autistic learners' development of adaptive abilities using the discrete learning approach. Constructivism and weak central coherence theories guided the study. Theories propose that learners with autism may overcome concept understanding impairments through effective engagement in learning activities for enhanced visualising of vitalising encounters. The study used a mixed-methods approach with a quasi-experimental nonequivalent control group. Data analysis adopted both qualitative and quantitative approaches for an elaborate inference regarding the variables. The sample size included 30 conveniently sampled parents, 73 teachers and 151 autistic learners purposively sampled. Parent Focus Discussion Groups, teacher’s questionnaires, achievement tests, and observation guides comprised data collection tools. Using SPSS version 22, the acquired data was examined using both descriptive and inferential statistics. A statistically significant positive relationship (Beta =.0.656, p 0.000, t = 5.870) between task identification and adaptive skill attainment was established by linear regression. Insinuating appropriate task identification increased the attainment of adaptive abilities. Conclusion: Task identification in discrete learning enhanced the adaptive abilities of autistic learners for sustained functionality and social interaction. Recommendations; workshops to equip teachers with the necessary skills to create customised task identification, policies on personalised task identification in curriculum and study the impact of task identification on arithmetic skills among autistic learners.