Date

7-21-2026

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Breck L. Perry

Keywords

autism spectrum disorder, social skills learning, theory of mind, perception, parents, teachers

Disciplines

Education | Educational Administration and Supervision

Abstract

The purpose of this phenomenological study was to understand the perceptions of the impacts of social skills learning for teachers and parents at a preschool in a central African country. The theory that guided this study was Premack and Woodruff’s theory of mind as it provides a scholarly underpinning for understanding the social and communication deficits experienced by individuals with autism. The central research question that guided the study was: How do teachers and parents perceive the impacts of social skills education among children with autism spectrum disorders? A qualitative methodology using a phenomenological design was used. Purposive sampling was used to recruit teachers and parents of children with autism spectrum disorder in Ghana. Interviews and focus groups were conducted with the participants. The interviews and focus group sessions were audio-recorded, and responses were transcribed into a Word document for thematic analyses. First-cycle and second-cycle coding were conducted from the collected data. The thematic analysis was managed using NVivo software. Four major themes that emerged included perceived benefit of social skills education, challenges in teaching social skills, strategies for improving social skills learning, and attitudes and perceptions towards supportive resources. This study's most critical takeaways are the need for multi-stakeholder collaboration to ensure consistent skill reinforcement across home and school and the need for innovative and culturally adaptive resources and strategies.

Download

Share

COinS