Journal of Intellectual Disabilities and Offending Behaviour
Adaptive Teaching Strategies for Facilitating Social Skill Learning among Neurodiverse Forensic Service Users
(1)
Bukhara State Medical Institute named after Abu Ali ibn Sino Bukhara, Uzbekistan
(2)
Associate Professor, Jizzakh Polytechnic Institute, Jizzakh, Uzbekistan
(3)
Associate Professor, Samarkand State Medical University, Samarkand, Uzbekistan
(4)
Senior Lecturer, Department of Practical English, Fergana State University, Fergana, Uzbekistan
(5)
Senior Lecturer, Department of Social Sciences Education, Termez University of Economics and Service, Termez, Uzbekistan
(6)
Head, Department of Preschool Education, Urgench State Pedagogical Institute Urgench, Uzbekistan
(7)
Lecturer, Department of Theory of Physical Education, Humanities and Natural Sciences Nukus Branch of the Uzbek State University of Physical Culture and Sports, Nukus, Karakalpakstan, Uzbekistan
Abstract
The research examined the efficacy of adaptive pedagogy in helping neurodiverse forensic service users to develop social skills. It investigated the effectiveness of individualized instructional adaptations, such as structured scaffolding, visual supports, and sensory-informed instructions, in promoting social competence, emotional regulation, engagement, and institutional behavior relative to conventional interventions. A quasi-experimental, mixed-methods design with a pre-test–post-test control group framework was used. Sixty adult neurodiverse forensic service users were assigned to an adaptive teaching group (n=30) or a standard intervention group (n=30). The 12-week program involved weekly sessions of 60–90 minutes. Standardized measures of social skills, emotional regulation, and institutional behavioral incidents were used as quantitative results. The measure of engagement was through attendance and facilitator rating of participation. Data analysis involved paired and independent sample t-tests, effect sizes (Cohen’s d), percentage improvement, and proportional incident reduction. Qualitative data were analyzed through thematic analysis of interviews with participants and staff. The adaptive teaching group demonstrated superior improvements. The increment in social skills was 36.9% (52.3 -71.6, p < 0.001) as compared to 16.6% (52.3 -71.6, p < 0.001) in the standard group. The emotional regulation was also enhanced by 39.5% (48.9 -68.2, p <0.001) compared to 16.1% in the control group. The incidence of institutional behavioral incidents significantly declined by 51% (4.3 to 2.1/month, p < 0.001) in the control group, but there was a non-significant 16% decline in the standard one. Attendance and engagement were higher in the adaptive group (91% vs. 76% attendance; 4.3 vs. 3.2/5 engagement). Individualized pacing, scaffolding, and visual support-based adaptive teaching have proved beneficial in increasing social skills, emotional regulation, institutional behavior, and engagement in neurodiverse forensic service users. These results confirm the neurodiversity-related pedagogical principles of the secure rehabilitation programs and underline the necessity of additional multi-site, longitudinal, and condition-specific research.