The Role of Teacher Interpersonal Communication with Autistic Students in Developing Social SkillsAuthor(s): Mohammad Nayef Ayasrah*, Mohammad Abedrabbu Alkhawaldeh, Mohamad Ahmad Saleem Khasawneh and Fatima Yousef Awad Alnajjar
Throughout this study, the question of the significance of interpersonal interaction between instructors and children with autism in the process of gaining social skills was examined. Because the application of the role of interpersonal communication between instructors and students with autism varies from that of other schools, it is required for teachers and students with autism to assume the role of interpersonal communication. The goal of this study is to investigate the effect of interpersonal interaction between instructors and autistic students on the development of social skills for autistic students as well as the development of social skills for instructors. Observation, interviews, and audio recordings were used to gather data for this descriptive qualitative research with four distinct informants. Miles and Huberman's interactive analysis was used for the data analysis. This analysis includes the presenting of data, the shortening of data, the presentation of data, and the formulation and verification of a conclusion. The results of this inquiry reveal that both verbal and nonverbal means of communication play a role in the teacher's interpersonal communication role. Imagine a discourse in which the teacher facilitates nonverbal communication via body language, sign language, and physical touch. One of the two teachers should include it into a variety of activities that lead to habituation. The development of social skills in autistic children is rather good, as shown by the existence of social skills in autistic students, such as the capacity to communicate with empathy, collaborate well, and make good eye contact.