HORTICULTURAL THERAPY AS AN INTERVENTION FOR ENHANCING SOCIAL SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDER: A MIXED-METHODS STUDY

Abstract

Children diagnosed with autism spectrum disorder (ASD) frequently experience persistent difficulties in social communication, interpersonal interaction, and adaptive behavior, limiting their participation in educational and community environments. Nature-based interventions have recently attracted increasing attention as complementary therapeutic approaches capable of supporting children's cognitive, emotional, and social development. Among these interventions, horticultural therapy integrates structured gardening activities with therapeutic objectives, creating a natural environment that promotes communication, cooperation, emotional regulation, and independence.

The present study investigated the effectiveness of horticultural therapy in improving the social skills of children with ASD. A mixed-methods research design was employed, combining structured behavioral observation, semi-structured interviews with parents and specialists, and an intervention program based on therapeutic gardening activities. Twenty-six primary school-aged children with ASD participated in the study. Fourteen children formed the experimental group and participated in horticultural therapy sessions twice weekly in addition to their regular behavioral and occupational therapy, whereas twelve children in the control group received only conventional interventions.

The findings demonstrated noticeable improvements among participants in the experimental group. Increased social engagement, enhanced communication initiation, improved cooperative behavior, better emotional regulation, and greater independence were consistently observed throughout the intervention period. Parents and therapists further confirmed positive behavioral changes beyond the therapeutic setting.

These findings suggest that horticultural therapy represents a promising complementary intervention capable of promoting social competence among children with ASD. The integration of structured gardening activities into special education and rehabilitation programs may contribute to improved social participation and overall quality of life. Nevertheless, additional longitudinal studies with larger samples are required to confirm the long-term effectiveness of this intervention.