Increasing social interactions of severely handicapped autistic children

1987 ◽  
Vol 17 (3) ◽  
pp. 375-390 ◽  
Author(s):  
Michael P. Brady ◽  
Richard E. Shores ◽  
Mary A. McEvoy ◽  
David Ellis ◽  
James J. Fox
Keyword(s):  
Social Interactions ◽  
Autistic Children ◽  
Severely Handicapped

Reacting to Autistic Children: The Danger of Trying Too Hard

1975 ◽  
Vol 127 (6) ◽  
pp. 526-529 ◽  
Author(s):  
John Richer ◽  
Barry Richards
Keyword(s):  
Social Interactions ◽  
Recent Work ◽  
Eye Contact ◽  
Avoidance Behaviour ◽  
Video Tape ◽  
Autistic Children ◽  
Look Back ◽  
Natural Response

SummaryRecent work has revealed that autistic children's predominating tendency to avoid social interactions is actually enhanced by the ‘friendly’ approaches of others. In this study it was recorded on video-tape how eight autistic children reacted to four styles of adult behaviour. The adult reacted to the child's looks at her by (i) smiling, (ii) gaze averting, (iii) gaze averting plus other ‘timid’ behaviours and (iv) doing nothing except continuing to look back. For this last condition—when the adult did not react—it was found that autistic children showed less avoidance behaviour after eye contact and spent more time within one metre of the adult. The implications for treatment are contrary to much modern practice and to what seems to be adults' ‘natural’ response. Reactivity by others appears to enhance the child's avoidance, and it is suggested that adults should be circumspect in the degree of sociability with which they respond to autistic children.

Instructional Strategies for Improving Toy Play Skills of Severely Handicapped Children

AAESPH Review ◽  
1979 ◽  
Vol 4 (2) ◽  
pp. 125-135 ◽  
Author(s):  
Paul Wehman
Keyword(s):  
Social Interactions ◽  
Instructional Strategies ◽  
Limited Range ◽  
Research Literature ◽  
Play Skills ◽  
Relevant Research ◽  
Handicapped Children ◽  
Toy Play ◽  
Severely Handicapped ◽  
Play Materials

This article identifies play problems that are typically encountered in severely and profoundly handicapped children. Play problems are primarily limited to the difficulties involved in appropriate interaction with toys and peers. For each problem, several instructional strategies are described as possible solutions for parents and teachers. The problems identified are refusal to play, inappropriate play, lack of sustained play, limited range in use of play materials, isolate play, refusal to initiate social interactions, throwing toys, and inappropriate materials. The strategies suggested for alleviating these problems are developed from a review of relevant research literature.

Micro-analysis of Social Interactions between Autistic Children and Normal Adults in Semi-structured Play Situations

1995 ◽  
Vol 18 (4) ◽  
pp. 727-747 ◽  
Author(s):  
Carole Tardif ◽  
Marie-Hélène Plumet ◽  
Janine Beaudichon ◽  
Delphine Waller ◽  
Manuel Bouvard ◽  
...  
Keyword(s):  
Social Interactions ◽  
Abnormal Development ◽  
Physical Interaction ◽  
Autistic Children ◽  
Detection Program ◽  
Visual Behaviour ◽  
Iq Scores ◽  
Micro Analysis ◽  
Interactive Behaviour ◽  
Normal Adults

The present study was designed to: (1) identify the qualitative and temporal characteristics of the exchange structures of autistic children interacting with an adult; and (2) analyse and compare the implementation of their interactive behaviour in a range of play situations. Ten autistic children aged 5 to 14 were video-taped while interacting with an adult in four play situations, with or without objects. The elementary behavioural events observed in the dyads were coded and processed on a computer by an automatic pattern detection program. The results showed that in this structured situation the autistic children engaged in a variety of behaviours for communicating with the adult, and that 8 of the 10 children repeatedly exhibited structures of interaction. These patterns were found to depend on IQ, but involved a certain number of peculiar characteristics (parasitic behaviours, lack of initiative, maladapted visual behaviour, etc.), even for the children with the highest IQ scores. The physical interaction situations gave rise to fewer and less elaborate patterns than the situations involving objects. Only the most advanced children participated in the joint-attention situation. The implications of the method for understanding the abnormal development of interaction in autism are discussed.

scholarly journals Reviews of Social Embodiment for Design of Non-Player Characters in Virtual Reality-Based Social Skill Training for Autistic Children

2018 ◽  
Vol 2 (3) ◽  
pp. 53 ◽  
Author(s):  
Jewoong Moon
Keyword(s):  
Virtual Reality ◽  
Social Interactions ◽  
Social Skill ◽  
Skill Training ◽  
Social Skill Training ◽  
Autistic Children ◽  
Training Environment ◽  
Naturalistic Environment ◽  
Social Components

The purpose of this paper is to review the scholarly works regarding social embodiment aligned with the design of non-player characters in virtual reality (VR)-based social skill training for autistic children. VR-based social skill training for autistic children has been a naturalistic environment, which allows autistic children themselves to shape socially-appropriate behaviors in real world. To build up the training environment for autistic children, it is necessary to identify how to simulate social components in the training. In particular, designing non-player characters (NPCs) in the training is essential to determining the quality of the simulated social interactions during the training. Through this literature review, this study proposes multiple design themes that underline the nature of social embodiment in which interactions with NPCs in VR-based social skill training take place.

Increasing Social Interactions in Deaf-Blind Severely Handicapped Young Adults

1989 ◽  
Vol 13 (2) ◽  
pp. 257-272 ◽  
Author(s):  
Vincent B. Van Hasselt ◽  
Michel Hersen ◽  
Brenda S. Egan ◽  
Jenifer L. Mckelvey ◽  
Lori A. Sisson
Keyword(s):  
Young Adults ◽  
Social Interactions ◽  
Severely Handicapped

scholarly journals Zabawa dzieci z autyzmem w oddziaływaniach terapeutycznych – instrumentalna czy autoteliczna?

2018 ◽  
pp. 105-125
Author(s):  
MAGDALENA CHARBICKA
Keyword(s):  
Social Interactions ◽  
Social Relations ◽  
Real World ◽  
Children With Autism ◽  
Autistic Children ◽  
Therapeutic Work ◽  
The Real ◽  
Natural Activity ◽  
Adam Mickiewicz

Magdalena Charbicka, Zabawa dzieci z autyzmem w oddziaływaniach terapeutycznych – instrumentalna czy autoteliczna? [Play in autistic children in therapeuticwards – instrumental or autotelic?]. Interdyscyplinarne Konteksty PedagogikiSpecjalnej, nr 22, Poznań 2018. Pp. 105-125. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.06 Play is a typical and natural activity in children, which introduces it to the real world. It plays an uncommonly important function, thanks to the which the little person learns and gains information about their environment, the properties of objects, social relations or other rules. This area is different in children with autism. In most cases, play is accompanied by significant deficits, and the burden of focus of revalidation influences remains on the development of areas that are more disturbed, such as communication, disturbances in social interactions or behaviour hindering functioning. In course of therapeutic work, we sometimes forget the seemingly trivial activity that the playing of a child may be in view of adults. Considering this, it is worthwhile to take a look at the role ascribe to play by specialists over the years, and what it looks like in autistic children.

Diagnostic criteria and the time of triadic impairment occurrence in autism

2011 ◽  
Vol 26 (S2) ◽  
pp. 328-328
Author(s):  
I. Milacic Vidojevic ◽  
N. Dragojevic
Keyword(s):  
Social Interactions ◽  
Diagnostic Criteria ◽  
Accurate Diagnosis ◽  
Older Age ◽  
Social Deficits ◽  
Autistic Children ◽  
Behavioral Abnormalities ◽  
Language Difficulties ◽  
Icd 10 ◽  
Dsm Iv

AimEarly diagnosing of autism is supposed to rely on behavioral patterns that cannot all be manifested in children before older age. It seems that all diagnostic criteria from DSM/IV and ICD/10 do not apply for children under two years of age and are relevant only for children above this age. The aim of our research has been to reveal the timing of occurrence of diagnostically relevant behaviors as noticed by parents of autistic children.MethodThe sample consisted of 105 parents of autistic children. Questionnaire for appraising the behavioral abnormalities of autistic children provided information on the parents estimation at what age their children started to show these abnormalities.ResultsDeficit in social interactions is first to be noticed by parents (at the child's age of 13–37 months). Problems in communication occur later, at age 18.8–49.5 months. Stereotypic behaviors and interests occur at age of 20.2–34.8 months, the most common being: “plays with toys in an unusual way” (90.6%), and “unusual moving of arms” (80%), observed at age of 2–3.ConclusionThe most common parents concern are language difficulties, never mind findings that social deficits are observed first (13–37 months). Diagnostic criteria in psychiatric manuals such as ICD-10 or DSM-IV pay little attention to early manifestations of the disturbance. It seems that accurate diagnosis of autism only exceptionally can be made before age 3–4, mostly because diagnostically relevant behaviors do not occur before that age.

Social Interactions among Preschool Children

1980 ◽  
Vol 46 (4) ◽  
pp. 248-253 ◽  
Author(s):  
Michael J. Guralnick
Keyword(s):  
Preschool Children ◽  
Social Interactions ◽  
Free Play ◽  
Handicapped Children ◽  
Developmental Levels ◽  
Play Interactions ◽  
Severely Handicapped ◽  
Potential Benefits ◽  
Integrated Programs ◽  
Parallel Play

To obtain information on the potential benefits of integration, this study investigated the nature and extent of social interactions among preschool children at different developmental levels. Communicative and parallel play interactions of mildly, moderately, severely, and nonhandicapped children were observed during free play across two time periods. The results revealed that (a) nonhandicapped and mildly handicapped children interacted with each other more frequently than expected on the basis of availability, and they interacted with moderately and severely handicapped children less frequently than expected; (b) moderately and severely handicapped children interacted with all four developmental groups as expected by the criterion of availability; and (c) whenever this pattern of interaction changed over time, it was typically in the direction of enhancing the differences noted in the first statement. These findings are discussed in terms of the potential value of integrated programs for children of varying developmental levels.

scholarly journals PENERAPAN METODE ABA (APPLIED BEHAVIOR ANALYSIS) DALAM MENINGKATKAN KEMAMPUAN PERILAKU, INTERKASI SOSIAL, BAHASA DAN KOMUNIKASI ANAK AUTIS

2019 ◽  
Vol 7 (2) ◽  
pp. 39-60
Author(s):  
Hildawati
Keyword(s):  
Social Interaction ◽  
Social Interactions ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Learning Process ◽  
Autistic Children ◽  
Pedagogical Approach ◽  
Behavioral Habituation ◽  
Qualitative Descriptive

Method in improving behavioral abilities, social interactions, communication and language of autistic children in Taman Pelatihan Harapan Makassar. This type of research is qualitative descriptive which is factually and systematically describes the description of the ABA method (Applied Behavior -Analysis applied to the learning process of autistic children in Taman Pelatihan Harapan).The study uses psychological, sociological, and pedagogical approach. The source of data in this study is the therapist of the Taman Pelatihan Makassar, and parents of autistic children. The results of the study show that the ABA method is a method applied to autistic children through behavioral habituation that can increase the personality capacity of autistic children, especially ability in behavior, social interaction, communication and language. This is caused by several supporting factors such as therapists who master the application of the ABA method, the infrastructure that supports it, and good collaboration between parents and therapists.

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