Counselling Strategies for Improving Social Skills Among Autistic Children in Ibadan Special Education Schools, Oyo State

Social skill deficits are among the most clinically and educationally significant characteristics of autism spectrum disorder, presenting unique challenges for counsellors working in special education settings. This study examined counselling strategies for improving social skills among autistic children in special education schools in Ibadan, Oyo State, South West Nigeria. A quasi-experimental design was used, with 36 autistic children aged 6 to 14 years assigned to experimental and control conditions across two special schools. The experimental group received twelve sessions of structured social skills training delivered by trained counsellors using modelling, role play, and reinforcement techniques. The Vineland Adaptive Behaviour Scales, 3rd edition (VABS-3), social domain, was used as the outcome measure. Data were analysed using analysis of covariance. Findings revealed a statistically significant improvement in social interaction, communication, and play skills among children in the experimental group. Parental involvement in reinforcing skills at home was a significant moderating factor. The study concluded that structured counsellor-facilitated social skills training is effective for autistic children within the Ibadan special school context. Recommendations included training counsellors in autism-specific behavioural techniques, establishing parent training components within the intervention framework, and advocating for dedicated counsellor positions in all Oyo State special schools. Keywords: autism, social skills training, counselling strategies, special education, Ibadan.