ADDventurous Rhythmical Planet: A 3D Rhythm-Based Serious Game for Social Skills Development of Children with ADHD

2020 ◽  
pp. 582-593
Author(s):  
Marina Giannaraki ◽  
Nektarios Moumoutzis ◽  
Elias Kourkoutas ◽  
Katerina Mania
Keyword(s):  
Social Skills ◽  
Serious Game ◽  
Skills Development ◽  
Children With Adhd

scholarly journals Positive Child Personality Factors in Children with ADHD

2021 ◽  
pp. 108705472199756
Author(s):  
Tasmia Hai ◽  
Emma A. Climie
Keyword(s):  
Social Skills ◽  
Neurodevelopmental Disorder ◽  
Personality Factors ◽  
Substantial Impact ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Behavioral Competence ◽  
Strength Based ◽  
And Coping ◽  
Multiple Domains

Objective: Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental disorder. While previous studies have shown substantial impact of ADHD across multiple domains, relatively little attention has been devoted to studying positive personality factors in individuals with ADHD. To address this, the current study examined strength-based factors in children with ADHD in relation to their social skills. Method: Sixty-four children (aged 8–12 years) with ADHD completed questionnaires related to their social skills and strength-based factors (e.g., optimism, resilience, self-concept, and coping skills). Results: Findings indicated significant differences between different levels of social skills in children with ADHD, with children with higher social skills reporting higher levels of resiliency, greater behavioral competence, and greater prosocial attitudes than those with lower social skills. Conclusions: The results highlight the importance of fostering strong social skills in children with ADHD, leading them to perceive themselves as competent and resilient.

Serious Games as a Complementary Tool for Social Skill Development in Young People: A Systematic Review of the Literature

2021 ◽  
pp. 104687812110312
Author(s):  
Lucy R. Zheng ◽  
Catherine M. Oberle ◽  
W. A. Hawkes-Robinson ◽  
Stéphane Daniau
Keyword(s):  
United States ◽  
Systematic Review ◽  
Social Skills ◽  
Young People ◽  
Social Skill ◽  
Serious Games ◽  
Skill Development ◽  
The United States ◽  
Serious Game ◽  
Social Skill Development

Background The use of games for social skill development in the classroom is accelerating at a tremendous rate. At the same time, the research surrounding games designed for teaching social skills remains fragmented. This systematic review summarizes the current existing literature on social skill serious games for young people ages 5 to 19 and is the first review of serious games to note the demographic and geographic component of these studies. Method This review included papers that: evaluated a game designed to teach social skills; included measurable, quantitative outcomes; have a translation or be published in English; were peer-reviewed; date from January 2010 to May 2020; and have a nonclinical study population between ages of 5 to 19. Keywords were obtained from the CASEL 5 framework. Results Our findings are mixed but suggest that serious games may improve social skills when used alongside in-person discussion. We also found potential effects of the length of time of gameplay, intervention, and follow-up on social skill serious game effectiveness. Although this review found promising research conducted in East Asian countries and with minority samples in the United States, the majority of social skill serious game research takes place in the United States and Australia, with unreported demographic information and white-majority samples. Conclusions Due to the limited number of published studies in this area and studies lacking methodological rigor, the effectiveness of using games to teach social skills and the impact of background on social skill learning require further discussion.

Social Skills Development, a Relationship Based Approach: The Bellefaire/JCB Transitional Living Program

2003 ◽  
Vol 21 (2) ◽  
pp. 81-102 ◽  
Author(s):  
Scott Dowling ◽  
Suellen Saunders ◽  
Cathy Marcus ◽  
Evan Langholt ◽  
J. Ashby
Keyword(s):  
Social Skills ◽  
Skills Development ◽  
Transitional Living

Gender and Age Differences in Social Skills Among Children with ADHD: Peer Problems and Prosocial Behavior

2018 ◽  
Vol 40 (4) ◽  
pp. 263-278
Author(s):  
Betty Ragnarsdottir ◽  
Dagmar Kr. Hannesdottir ◽  
Freyr Halldorsson ◽  
Urdur Njardvik
Keyword(s):  
Social Skills ◽  
Prosocial Behavior ◽  
Age Differences ◽  
Children With Adhd ◽  
Peer Problems ◽  
Gender And Age ◽  
Gender And Age Differences

scholarly journals Does theatrical play promote social skills development in students with autism? A systematic review of the methods and measures employed in the literature

2018 ◽  
Vol 6 (2) ◽  
pp. 96
Author(s):  
Maria Mpella ◽  
Christina Evaggelinou
Keyword(s):  
Systematic Review ◽  
Social Skills ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Pedagogical Strategies ◽  
Theatrical Play ◽  
Students With Autism ◽  
Spectrum Disorders

This systematic review cites a number of programs and critically analyzes methods and measures used to develop social skills in young students with Autism Spectrum Disorders (ASD). Social skills are interpreted through a ToM theory lens, emphasizing interactions such as understanding, explaining, predicting, and manipulating the behavior of themselves and the others. The aim of this review is to study the role of the theatrical play programs and its effect on social interactions and social skills on students with ASD. An online search through Proquest and First Search resulted in twelve studies of diverse methodologies. All these studies support the value of theatrical play as a means of social skill development. More specifically, the qualitative, as well as the quantitative data, indicate the benefits of these programs on ASD students’ social skills such as cooperation, communication, and social awareness. More longitudinal studies are needed to develop and test pedagogical strategies for social skills development of ASD students in light of theatrical play activities. In addition, studies should be geared towards the teacher’s ability to teach theatrical play and thus promote social interaction between students with and without ASD in integrated school environments. Synchronizing theory with art and cooperative play seems to be the key to answer such assumptions positively.

Simulation Games as Interventions in the Promotion of Social Skills Development among Children with Autism Spectrum Disorders

2014 ◽  
pp. 160-180 ◽  
Author(s):  
Carolyn Kinsell ◽  
Boaventura DaCosta ◽  
Angelique Nasah
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Children With Autism ◽  
Great Difficulty ◽  
Autism Spectrum ◽  
Skills Development ◽  
Social Skill Development ◽  
Children With Asd ◽  
Simulation Based ◽  
Spectrum Disorders

It has been suggested that game technology can be successfully used to aid in social skills development among those with special needs. Based on the body of research available, such technology has been used in social skills development with children with Autism Spectrum Disorders (ASD). Furthermore, there is research to suggest that certain game technology, such as simulation-based games, can enhance learning and the retention of knowledge, which is of important benefit, given children with ASD show great difficulty in generalizing newly learned skills and knowledge from the instructional to the functional setting. However, at the time of this publication, very little empirical evidence exists that has specifically investigated the use of simulation-based games as interventions in the promotion of social skill development among children with ASD.

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