Understanding Social Skills in Children with Autism and the Challenges in Building Them in Albania

By Dr. Migen SULAJ, Msc. Alerda CANI, Msc. Emanuela MEHMETAJ

Abstract
This study aims to explore the knowledge, perceptions, and attitudes of the general public and professionals regarding the social skills of children with Autism Spectrum Disorders (ASD) in Albania. Social skills encompass a wide range of interpersonal competencies, which are essential for the social integration and personal development of these children (White, Keonig, & Scahill, 2007; Mundy & Neal, 2001). The study used a 16-item questionnaire based on a 5-point Likert scale, measuring knowledge, attitudes, and interest in training related to the development of social skills. The Likert scale allows participants to express the intensity of their agreement with each statement, enabling detailed statistical analysis (Boone & Boone, 2012; Likert, 1932). With a sample of 455 participants, including parents, psychologists, speech therapists, doctors, teachers, support teachers, educators and students, the results showed that 97.1% of participants had knowledge about developmental disorders, while 93.8% appreciated the importance of social skills for children with autism. However, only 32.8% were aware of local initiatives such as “Little School”, while 47.3% expressed dissatisfaction with current methods. A large proportion (78%) believed that social skills can be learned, but 81% considered them challenging to learn. Interest in training and support programs was high (82.5%), indicating a large scope for developing professional and family capacities. These findings correspond to international literature that highlights the importance of early and evidence-based interventions for social development in children with ASD (Lord et al., 2020; Howlin et al., 2009). The study highlights the need to promote effective programs and professional training in Albania to improve the independence and well-being of children with autism.