Desarrollo de la Autonomía y Habilidades Sociales en Niños con Trastorno del Espectro Autista a través de un Plan Psicoeducativo Estructurado: Un Reporte de Casos Múltiples

The present study proposed implementing an intervention plan aimed at fostering social skills and functional independence in two siblings diagnosed with Autism Spectrum Disorder (ASD) within the school context. Participants were assessed using standardized instruments (BDI-2, Vineland-3, and PAC), along with systematic observation during daily school routines. The intervention integrated strategies based on the TEACCH and Applied Behavior Analysis (ABA) approaches, incorporating visual supports, modeling, positive reinforcement, and the gradual fading of prompts. A mixed-methods explanatory approach was applied through a multiple case study with an AB design, in which Phase A corresponded to the baseline assessment and Phase B to the implementation of the intervention program. The results demonstrated significant improvements in autonomy, appropriate participation in activities of daily living, comprehension of instructions, and increased attention spans during task performance. Additionally, a progressive reduction in the need for support from the shadow teacher was observed, along with greater emotional stability in response to changes in routine. Active family involvement facilitated the generalization of skills and reinforced the observed gains. It is concluded that structured, context-based interventions developed in collaboration with the school and family environments constitute an effective strategy for strengthening independence and adaptive skills in children with ASD.